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sqm-dashboards
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feat: read and load parent survey items

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rpp-main
Nelson Jovel 1 year ago
parent 564ddeee35
commit 6a8396f4df
2 changed files with 287 additions and 219 deletions
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11
app/lib/seeder.rb
Unescape View File

@ -52,7 +52,9 @@ class Seeder
def seed_sqm_framework(csv_file) def seed_sqm_framework(csv_file)
admin_data_item_ids = [] admin_data_item_ids = []
CSV.parse(File.read(csv_file), headers: true) do |row| CSV.parse(File.read(csv_file), headers: true) do |row|
category_id = row["Category ID"].strip category_id = row["Category ID"]&.strip
next if category_id.nil?
category = Category.find_or_create_by!(category_id:) category = Category.find_or_create_by!(category_id:)
category_slugs = { category_slugs = {
"1" => "teachers-and-leadership", "1" => "teachers-and-leadership",
@ -68,7 +70,9 @@ class Seeder
subcategory = Subcategory.find_or_create_by!(subcategory_id:, category:) subcategory = Subcategory.find_or_create_by!(subcategory_id:, category:)
subcategory.update! name: row["Subcategory"].strip, description: row["Subcategory Description"].strip subcategory.update! name: row["Subcategory"].strip, description: row["Subcategory Description"].strip
measure_id = row["Measure ID"].strip measure_id = row["Measure ID"]&.strip
next if measure_id.nil?
measure_name = row["Measures"].try(:strip) measure_name = row["Measures"].try(:strip)
watch_low = row["Item Watch Low"].try(:strip) watch_low = row["Item Watch Low"].try(:strip)
growth_low = row["Item Growth Low"].try(:strip) growth_low = row["Item Growth Low"].try(:strip)
@ -88,7 +92,8 @@ class Seeder
scale_id = data_item_id.split("-")[0..1].join("-") scale_id = data_item_id.split("-")[0..1].join("-")
scale = Scale.find_or_create_by!(scale_id:, measure:) scale = Scale.find_or_create_by!(scale_id:, measure:)
if %w[Teachers Students].include? row["Source"] active_survey_item = row["Active admin & survey items"]
if %w[Teachers Students Parents].include? row["Source"] && %w[TRUE 1].include?(active_survey_item)
survey_item = SurveyItem.where(survey_item_id: data_item_id, scale:).first_or_create survey_item = SurveyItem.where(survey_item_id: data_item_id, scale:).first_or_create
survey_item.watch_low_benchmark = watch_low if watch_low survey_item.watch_low_benchmark = watch_low if watch_low
survey_item.growth_low_benchmark = growth_low if growth_low survey_item.growth_low_benchmark = growth_low if growth_low

495
data/sqm_framework.csv
Unescape View File

@ -1,223 +1,286 @@
Category,Category ID,Category Description,Category Short Description,Subcategory,Subcategory ID,Subcategory Description,Measures,Measure Description,Measure ID,Source,Source Notes,Show items in accordion?,Active admin & survey items,Question/item (23-24),Question/item (22-23),Question/item (21-22),Question/item (20-21),Original Item (19-20 surveys),Original Item (18-19 surveys),Original Item (17-18 surveys),Original Item (16-17 surveys),Survey Item ID,Reverse Scored,HS only admin item?,On Short Form?,Qualtrics ID,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low, Category,Category ID,Category Description,Category Short Description,Subcategory,Subcategory ID,Subcategory Description,Measures,Measure Description,Measure ID,Source,Source Notes,Show items in accordion?,Active admin & survey items,Question/item (23-24),Question/item (22-23),Question/item (21-22),Question/item (20-21),Original Item (19-20 surveys),Original Item (18-19 surveys),Original Item (17-18 surveys),Original Item (16-17 surveys),Survey Item ID,Reverse Scored,HS only admin item?,On Short Form?,Qualtrics ID,Next steps - Parent survey,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,TRUE,Percentage teachers with 3+ years of experience,Percentage teachers with 3+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,a-exp-i1,,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,TRUE,Percentage teachers with 3+ years of experience,Percentage teachers with 3+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,a-exp-i1,,,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Admin Data,"NCES, 2015-16",TRUE,TRUE,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,a-exp-i2,,,,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Admin Data,"NCES, 2015-16",TRUE,TRUE,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,a-exp-i2,,,,,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Admin Data,Center for Education Data and Research,TRUE,TRUE,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,a-exp-i3,,,,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Admin Data,Center for Education Data and Research,TRUE,TRUE,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,a-exp-i3,,,,,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Teachers,,TRUE,TRUE,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,t-prep-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Teachers,,TRUE,TRUE,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,t-prep-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Teachers,,TRUE,TRUE,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,t-prep-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Teachers,,TRUE,TRUE,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,t-prep-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Teachers,,TRUE,TRUE,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,t-prep-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Teachers,,TRUE,TRUE,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,t-prep-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?",s-peff-q1,,,,Q10,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?",s-peff-q1,,,,Q10,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,"For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?",s-peff-q2,,,,Q11,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,"For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?",s-peff-q2,,,,Q11,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,"When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?",s-peff-q3,,,,Q12,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,"When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?",s-peff-q3,,,,Q12,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,s-peff-q4,,,,Q14,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,s-peff-q4,,,,Q14,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,s-peff-q5,,,,Q15,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,s-peff-q5,,,,Q15,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,s-peff-q6,,,X,Q16,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,s-peff-q6,,,X,Q16,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q4,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent teacher returning (including retirement),Percent teacher returning (including retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),a-pcom-i1,,,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent teacher returning (including retirement),Percent teacher returning (including retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),a-pcom-i1,,,,#N/A,,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Admin Data,Ed Week,TRUE,TRUE,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,a-pcom-i2,X,,,#N/A,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Admin Data,Ed Week,TRUE,TRUE,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,a-pcom-i2,X,,,#N/A,,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Admin Data,Benchmark is the % of teachers of color statewide in the 21-22 school year ,TRUE,TRUE,% Teachers of Color,% Teachers of Color,,,,,,,a-pcom-i3,,,,#N/A,12.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Admin Data,Benchmark is the % of teachers of color statewide in the 21-22 school year ,TRUE,TRUE,% Teachers of Color,% Teachers of Color,,,,,,,a-pcom-i3,,,,#N/A,,12.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,t-pcom-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,t-pcom-q1,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,t-pcom-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,t-pcom-q2,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,"This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?",t-pcom-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,"This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?",t-pcom-q3,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,"As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?",t-pcom-q4,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,"As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?",t-pcom-q4,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?",t-pcom-q5,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?",t-pcom-q5,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How effectively does your school leadership as a whole communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,t-inle-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How effectively does your school leadership as a whole communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,t-inle-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How effectively do your school leaders press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,t-inle-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How effectively do your school leaders press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,t-inle-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How much do your school leaders know about what’s going on in teachers’ classrooms?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,t-inle-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How much do your school leaders know about what’s going on in teachers’ classrooms?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,t-inle-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,To what extent do you trust your school leaders at their word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,t-prtr-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,To what extent do you trust your school leaders at their word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,t-prtr-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,"At your school, how comfortable are you raising concerns with the leaders at your school?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?",t-prtr-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,"At your school, how comfortable are you raising concerns with the leaders at your school?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?",t-prtr-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How much do you trust school leaders to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,t-prtr-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How much do you trust school leaders to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,t-prtr-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,t-coll-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,t-coll-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,t-coll-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,t-coll-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,t-coll-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,t-coll-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,To what extent has your school-based professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,t-qupd-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,To what extent has your school-based professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,t-qupd-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,t-qupd-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,t-qupd-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,To what extent has your school-based professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,t-qupd-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,To what extent has your school-based professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,t-qupd-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,"Overall, how strong is your school's support for your professional growth?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",t-qupd-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,"Overall, how strong is your school's support for your professional growth?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",t-qupd-q4,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Admin Data,NCES,TRUE,TRUE,Percent of students suspended,Percent of students suspended,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,a-phys-i1,X,,,#N/A,5.27,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Admin Data,NCES,TRUE,TRUE,Percent of students suspended,Percent of students suspended,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,a-phys-i1,X,,,#N/A,,5.27,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Admin Data,Only captured to calculate the ratio,TRUE,FALSE,,,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,a-phys-i2,,,,#N/A,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Admin Data,Only captured to calculate the ratio,TRUE,FALSE,,,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,a-phys-i2,,,,#N/A,,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Admin Data,only captured to calculate the chronic absence ratio,TRUE,TRUE,Percent of students suspended for 10+ days,Percent of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,a-phys-i3,X,,,#N/A,1,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Admin Data,only captured to calculate the chronic absence ratio,TRUE,TRUE,Percent of students suspended for 10+ days,Percent of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,a-phys-i3,X,,,#N/A,,1,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Students,,TRUE,TRUE,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,s-phys-q1,X,,,Q40,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Students,,TRUE,TRUE,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,s-phys-q1,X,,,Q40,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Students,,TRUE,TRUE,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,s-phys-q2,X,,,Q41,,.,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Students,,TRUE,TRUE,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,s-phys-q2,X,,,Q41,,,.,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Students,,TRUE,TRUE,"Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how safe do you feel at school?","Overall, how safe do you feel at school?",s-phys-q3,,,,Q42,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Students,,TRUE,TRUE,"Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how safe do you feel at school?","Overall, how safe do you feel at school?",s-phys-q3,,,,Q42,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Students,,TRUE,TRUE,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,s-phys-q4,X,,X,Q43,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Students,,TRUE,TRUE,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,s-phys-q4,X,,X,Q43,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,TRUE,TRUE,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How worried are you that you will be bullied because of who you are?,s-emsa-q1,X,,X,Q7,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,TRUE,TRUE,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How worried are you that you will be bullied because of who you are?,s-emsa-q1,X,,X,Q7,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,TRUE,TRUE,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often do you think students at your school are bullied online?,s-emsa-q2,X,,,Q8,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,TRUE,TRUE,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often do you think students at your school are bullied online?,s-emsa-q2,X,,,Q8,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,TRUE,TRUE,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE),s-emsa-q3,X,,,Q9,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,TRUE,TRUE,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE),s-emsa-q3,X,,,Q9,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Teachers,,TRUE,TRUE,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school?,How often are students bullied at school?,How often are students bullied at school?,t-pvic-q1,X,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Teachers,,TRUE,TRUE,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school?,How often are students bullied at school?,How often are students bullied at school?,t-pvic-q1,X,,,#N/A,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Teachers,,TRUE,TRUE,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,t-pvic-q2,X,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Teachers,,TRUE,TRUE,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,t-pvic-q2,X,,,#N/A,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Teachers,,TRUE,TRUE,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?",t-pvic-q3,,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Teachers,,TRUE,TRUE,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?",t-pvic-q3,,,,#N/A,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,Some kids get picked on at my school.,Some kids get picked on at my school.,,,,,,,s-emsa-es1,X,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es1 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,Some kids get picked on at my school.,Some kids get picked on at my school.,,,,,,,s-emsa-es1,X,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es1
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, I see kids acting in an unsafe or unkind way.","At my school, I see kids acting in an unsafe or unkind way.",,,,,,,s-emsa-es2,X,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es2 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, I see kids acting in an unsafe or unkind way.","At my school, I see kids acting in an unsafe or unkind way.",,,,,,,s-emsa-es2,X,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es2
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, I see many acts of kindness. ","At my school, I see many acts of kindness. ",,,,,,,s-emsa-es3,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es3 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, I see many acts of kindness. ","At my school, I see many acts of kindness. ",,,,,,,s-emsa-es3,,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es3
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,No one has hurt my feelings using technology (on an ipad or phone). ,No one has hurt my feelings using technology (on an ipad or phone). ,,,,,,,s-emsa-es4,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es4 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,No one has hurt my feelings using technology (on an ipad or phone). ,No one has hurt my feelings using technology (on an ipad or phone). ,,,,,,,s-emsa-es4,,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es4
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, it is okay to be different or unique. ","At my school, it is okay to be different or unique. ",,,,,,,s-emsa-es5,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es5 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, it is okay to be different or unique. ","At my school, it is okay to be different or unique. ",,,,,,,s-emsa-es5,,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es5
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,I am happy when I am at school.,I am happy when I am at school.,,,,,,,s-sbel-es1,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Social Experiences - Parent,Draws on anonymous parent reports about student emotional and physical safety,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,"In the last year, my child(ren) has experienced bullying
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,I am happy when I am in class.,I am happy when I am in class.,,,,,,,s-sbel-es10,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, and/or harassment at school.",,,,,,,,p-socx-q1,,,,Q7,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,My teacher gives all students help when they need it.,My teacher gives all students help when they need it.,,,,,,,s-sbel-es11,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Social Experiences - Parent,Draws on anonymous parent reports about student emotional and physical safety,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,"I am concerned about my child(ren)'s physical safety at
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,I have friends in my classroom.,I have friends in my classroom.,,,,,,,s-sbel-es2,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, school.",,,,,,,,p-socx-q2,,,,Q42,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,I have friends at recess.,I have friends at recess.,,,,,,,s-sbel-es3,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Social Experiences - Parent,Draws on anonymous parent reports about student emotional and physical safety,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,My child(ren) enjoy going to school on most days.,,,,,,,,p-socx-q3,,,,Q15,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,Grownups at this school like me for who I am.,Grownups at this school like me for who I am.,,,,,,,s-sbel-es4,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Social Experiences - Parent,Draws on anonymous parent reports about student emotional and physical safety,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,My child(ren) have friends at school.,,,,,,,,p-socx-q4,,,,Q101,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,Students at this school like me for who I am,Students at this school like me for who I am,,,,,,,s-sbel-es5,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,I am happy when I am at school.,I am happy when I am at school.,,,,,,,s-sbel-es1,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,Grownups treat students with respect.,Grownups treat students with respect.,,,,,,,s-sbel-es6,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,I am happy when I am in class.,I am happy when I am in class.,,,,,,,s-sbel-es10,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,Students treat each other with respect.,Students treat each other with respect.,,,,,,,s-sbel-es7,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,My teacher gives all students help when they need it.,My teacher gives all students help when they need it.,,,,,,,s-sbel-es11,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,There are grownups at my school who care about me.,There are grownups at my school who care about me.,,,,,,,s-sbel-es8,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,I have friends in my classroom.,I have friends in my classroom.,,,,,,,s-sbel-es2,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,My teacher gives me help when I need it.,My teacher gives me help when I need it.,,,,,,,s-sbel-es9,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,I have friends at recess.,I have friends at recess.,,,,,,,s-sbel-es3,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,TRUE,TRUE,"Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?",s-sbel-q1,,,,Q44,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,Grownups at this school like me for who I am.,Grownups at this school like me for who I am.,,,,,,,s-sbel-es4,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,TRUE,TRUE,"At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?",s-sbel-q2,,,X,Q45,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,Students at this school like me for who I am,Students at this school like me for who I am,,,,,,,s-sbel-es5,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,TRUE,TRUE,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,s-sbel-q3,,,,Q46,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,Grownups treat students with respect.,Grownups treat students with respect.,,,,,,,s-sbel-es6,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,TRUE,TRUE,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,s-sbel-q4,,,,Q48,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,Students treat each other with respect.,Students treat each other with respect.,,,,,,,s-sbel-es7,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,TRUE,TRUE,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,s-sbel-q5,,,,Q49,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,There are grownups at my school who care about me.,There are grownups at my school who care about me.,,,,,,,s-sbel-es8,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Teachers,,TRUE,TRUE,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,t-psup-q1,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,My teacher gives me help when I need it.,My teacher gives me help when I need it.,,,,,,,s-sbel-es9,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Teachers,,TRUE,TRUE,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,t-psup-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,TRUE,TRUE,"Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?",s-sbel-q1,,,,Q44,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Teachers,,TRUE,TRUE,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,t-psup-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,TRUE,TRUE,"At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?",s-sbel-q2,,,X,Q45,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Teachers,,TRUE,TRUE,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",t-psup-q4,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,TRUE,TRUE,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,s-sbel-q3,,,,Q46,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",s-tint-q1,,,X,Q17,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,TRUE,TRUE,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,s-sbel-q4,,,,Q48,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey),How interested is your teacher in what you do outside of class?,How interested is your teacher in what you do outside of class?,s-tint-q2,,,,Q18,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,TRUE,TRUE,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,s-sbel-q5,,,,Q49,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?",s-tint-q3,,,,Q19,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Teachers,,TRUE,TRUE,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,t-psup-q1,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?",s-tint-q4,,,,Q20,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Teachers,,TRUE,TRUE,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,t-psup-q2,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?",s-tint-q5,,,,Q21,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Teachers,,TRUE,TRUE,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,t-psup-q3,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,I share what I do outside of school with my teacher.,I share what I do outside of school with my teacher.,,,,,,,s-tint-es1,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es1 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Teachers,,TRUE,TRUE,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",t-psup-q4,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher asks what I like to do outside of school.,My teacher asks what I like to do outside of school.,,,,,,,s-tint-es2,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es2 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",s-tint-q1,,,X,Q17,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher cares about me when I am sick or upset.,My teacher cares about me when I am sick or upset.,,,,,,,s-tint-es3,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es3 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey),How interested is your teacher in what you do outside of class?,How interested is your teacher in what you do outside of class?,s-tint-q2,,,,Q18,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher listens to me when I talk to them.,My teacher listens to me when I talk to them.,,,,,,,s-tint-es4,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es4 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?",s-tint-q3,,,,Q19,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher helps me when I have a problem. ,My teacher helps me when I have a problem. ,,,,,,,s-tint-es5,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es5 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?",s-tint-q4,,,,Q20,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teachers help students when English is hard for them to speak or to understand. ,My teachers help students when English is hard for them to speak or to understand. ,,,,,,,s-tint-es7,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es7 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?",s-tint-q5,,,,Q21,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My school is kind to students who come from another country or speak another language. ,My school is kind to students who come from another country or speak another language. ,,,,,,,s-tint-es8,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es8 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,I share what I do outside of school with my teacher.,I share what I do outside of school with my teacher.,,,,,,,s-tint-es1,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es1
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,a-vale-i1,X,,,#N/A,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher asks what I like to do outside of school.,My teacher asks what I like to do outside of school.,,,,,,,s-tint-es2,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es2
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,a-vale-i2,,,,#N/A,90,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher cares about me when I am sick or upset.,My teacher cares about me when I am sick or upset.,,,,,,,s-tint-es3,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es3
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,School is important to me.,School is important to me.,,,,,,,s-vale-es1,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher listens to me when I talk to them.,My teacher listens to me when I talk to them.,,,,,,,s-tint-es4,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es4
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,School is important to my family.,School is important to my family.,,,,,,,s-vale-es2,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher helps me when I have a problem. ,My teacher helps me when I have a problem. ,,,,,,,s-tint-es5,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es5
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I enjoy learning new things at school.,I enjoy learning new things at school.,,,,,,,s-vale-es3,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teachers help students when English is hard for them to speak or to understand. ,My teachers help students when English is hard for them to speak or to understand. ,,,,,,,s-tint-es7,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es7
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a reader.,I am a reader.,,,,,,,s-vale-es4,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My school is kind to students who come from another country or speak another language. ,My school is kind to students who come from another country or speak another language. ,,,,,,,s-tint-es8,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es8
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a mathematician.,I am a mathematician.,,,,,,,s-vale-es5,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Social Support - Parent,Draws on anonymous parent reports about communication from the school regarding student physical and emotional safety,2B-ii,Parents,New scale - Social support,TRUE,TRUE,"There are counselors available to help my child(ren) when
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a scientist.,I am a scientist.,,,,,,,s-vale-es6,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, they struggle with their emotions.",,,,,,,,p-sosu-q1,,,,Q43,Update survey item ID in qualtrics,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a good citizen.,I am a good citizen.,,,,,,,s-vale-es7,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Social Support - Parent,Draws on anonymous parent reports about communication from the school regarding student physical and emotional safety,2B-ii,Parents,New scale - Social support,TRUE,TRUE,"If my child(ren) felt bullied or harassed, I would know who
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,"I wonder about things, am curious, and want to learn more.","I wonder about things, am curious, and want to learn more.",,,,,,,s-vale-es8,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, to talk to at the school.",,,,,,,,p-sosu-q2,,,,Q10,Update survey item ID in qualtrics,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Students,,TRUE,TRUE,"Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?",s-vale-q1,,,,Q50,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Social Support - Parent,Draws on anonymous parent reports about communication from the school regarding student physical and emotional safety,2B-ii,Parents,New scale - Social support,TRUE,TRUE,This school values my child(ren)'s emotional well being.,,,,,,,,p-sosu-q3,,,,Q11,Update survey item ID in qualtrics,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Students,,TRUE,TRUE,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,s-vale-q2,,,,Q53,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Social Support - Parent,Draws on anonymous parent reports about communication from the school regarding student physical and emotional safety,2B-ii,Parents,New scale - Social support,TRUE,TRUE,"If my child(ren) or I had concerns about physical safety, I
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Students,,TRUE,TRUE,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,s-vale-q3,,,X,Q54,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, would know who to talk to at the school.",,,,,,,,p-sosu-q4,,,,Q6,Update survey item ID in qualtrics,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Students,,TRUE,TRUE,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,s-vale-q4,,,,Q55,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,a-vale-i1,X,,,#N/A,,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,My teachers encourage me to do my best.,My teachers encourage me to do my best.,,,,,,,s-acpr-es1,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,a-vale-i2,,,,#N/A,,90,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,School is important to me.,School is important to me.,,,,,,,s-vale-es1,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,School is important to my family.,School is important to my family.,,,,,,,s-vale-es2,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I enjoy learning new things at school.,I enjoy learning new things at school.,,,,,,,s-vale-es3,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a reader.,I am a reader.,,,,,,,s-vale-es4,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a mathematician.,I am a mathematician.,,,,,,,s-vale-es5,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a scientist.,I am a scientist.,,,,,,,s-vale-es6,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a good citizen.,I am a good citizen.,,,,,,,s-vale-es7,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,"I wonder about things, am curious, and want to learn more.","I wonder about things, am curious, and want to learn more.",,,,,,,s-vale-es8,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Students,,TRUE,TRUE,"Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?",s-vale-q1,,,,Q50,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Students,,TRUE,TRUE,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,s-vale-q2,,,,Q53,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Students,,TRUE,TRUE,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,s-vale-q3,,,X,Q54,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Students,,TRUE,TRUE,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,s-vale-q4,,,,Q55,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,My teachers encourage me to do my best.,My teachers encourage me to do my best.,,,,,,,s-acpr-es1,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,"My teachers ask me to explain my thinking. School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,"My teachers ask me to explain my thinking.
","My teachers ask me to explain my thinking. ","My teachers ask me to explain my thinking.
",,,,,,,s-acpr-es2,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, ",,,,,,,s-acpr-es2,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,My teachers keep helping me until I understand.,My teachers keep helping me until I understand.,,,,,,,s-acpr-es3,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,My teachers keep helping me until I understand.,My teachers keep helping me until I understand.,,,,,,,s-acpr-es3,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,I get help whenever I feel like I can't do it.,I get help whenever I feel like I can't do it.,,,,,,,s-acpr-es4,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,I get help whenever I feel like I can't do it.,I get help whenever I feel like I can't do it.,,,,,,,s-acpr-es4,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,TRUE,TRUE,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,s-acpr-q1,,,X,Q22,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,TRUE,TRUE,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,s-acpr-q1,,,X,Q22,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,TRUE,TRUE,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",s-acpr-q2,,,,Q23,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,TRUE,TRUE,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",s-acpr-q2,,,,Q23,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,TRUE,TRUE,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,s-acpr-q3,,,,Q24,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,TRUE,TRUE,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,s-acpr-q3,,,,Q24,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,TRUE,TRUE,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,s-acpr-q4,,,,Q26,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,TRUE,TRUE,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,s-acpr-q4,,,,Q26,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Teachers,,TRUE,TRUE,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,Not in the 16-17 Surveys,t-acch-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Teachers,,TRUE,TRUE,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,Not in the 16-17 Surveys,t-acch-q1,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,Not in the 16-17 Surveys,t-acch-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,Not in the 16-17 Surveys,t-acch-q2,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,Not in the 16-17 Surveys,t-acch-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,Not in the 16-17 Surveys,t-acch-q3,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,a-reso-i1,X,,,#N/A,20,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,a-reso-i1,X,,,#N/A,,20,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,t-reso-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,t-reso-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,t-reso-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,t-reso-q2,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,t-reso-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,t-reso-q3,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How sufficient is the physical space for in-school activities?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,t-reso-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How sufficient is the physical space for in-school activities?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,t-reso-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How well-maintained are school facilities?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities?,How well-maintained are school facilities?,t-reso-q5,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How well-maintained are school facilities?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities?,How well-maintained are school facilities?,t-reso-q5,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to guidance counselor ratio (HS only),Student to guidance counselor ratio (HS only),Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,a-sust-i1,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to guidance counselor ratio (HS only),Student to guidance counselor ratio (HS only),Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,a-sust-i1,X,,,#N/A,,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,a-sust-i2,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,a-sust-i2,X,,,#N/A,,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,"NCES, 2007-08",TRUE,TRUE,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,a-sust-i3,X,,,#N/A,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,"NCES, 2007-08",TRUE,TRUE,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,a-sust-i3,X,,,#N/A,,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,a-sust-i4,X,,,#N/A,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,a-sust-i4,X,,,#N/A,,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Students,,TRUE,TRUE,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",s-sust-q1,,,X,Q56,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Students,,TRUE,TRUE,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",s-sust-q1,,,X,Q56,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Students,,TRUE,TRUE,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",s-sust-q2,,,,Q57,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Students,,TRUE,TRUE,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",s-sust-q2,,,,Q57,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,"Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?",t-sust-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,"Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?",t-sust-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,t-sust-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,t-sust-q2,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,t-sust-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,t-sust-q3,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,t-sust-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,t-sust-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),a-curv-i1,,X,,#N/A,90,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),a-curv-i1,,X,,#N/A,,90,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),a-curv-i2,,X,,#N/A,30,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),a-curv-i2,,X,,#N/A,,30,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),a-curv-i3,,X,,#N/A,20,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),a-curv-i3,,X,,#N/A,,20,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color completing advanced coursework (HS only),Percent students of color completing advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),a-curv-i4,,X,,#N/A,36.4,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color completing advanced coursework (HS only),Percent students of color completing advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),a-curv-i4,,X,,#N/A,,36.4,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,,TRUE,TRUE,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),a-curv-i5,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,,TRUE,TRUE,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),a-curv-i5,X,X,,#N/A,,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,,TRUE,TRUE,Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),a-curv-i6,X,X,,#N/A,2,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,,TRUE,TRUE,Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),a-curv-i6,X,X,,#N/A,,2,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Teachers,,TRUE,TRUE,"Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?",t-curv-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Teachers,,TRUE,TRUE,"Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?",t-curv-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Teachers,,TRUE,TRUE,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,t-curv-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Teachers,,TRUE,TRUE,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,t-curv-q2,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Teachers,,TRUE,TRUE,"If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?",t-curv-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Teachers,,TRUE,TRUE,"If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?",t-curv-q3,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Teachers,,TRUE,TRUE,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,t-curv-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Teachers,,TRUE,TRUE,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,t-curv-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Admin Data,"MA DESE, 2019-20, state average",TRUE,TRUE,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,a-cure-i1,,,,#N/A,0.26,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Admin Data,"MA DESE, 2019-20, state average",TRUE,TRUE,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,a-cure-i1,,,,#N/A,,0.26,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,"In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?",Not in the 16-17 Surveys,s-cure-q1,,,,Q129,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,"In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?",Not in the 16-17 Surveys,s-cure-q1,,,,Q129,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,"In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?",Not in the 16-17 Surveys,s-cure-q2,,,,Q130,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,"In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?",Not in the 16-17 Surveys,s-cure-q2,,,,Q130,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q3,,,,Q131,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q3,,,,Q131,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q4,,,X,Q132,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q4,,,X,Q132,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How able are you to integrate material from different cultures into your instruction?,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How able are you to integrate material from different cultures into your instruction?,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,t-cure-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,t-cure-q2,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,t-cure-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,t-cure-q3,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,t-cure-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,t-cure-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,Admin Data,Census,TRUE,TRUE,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),a-cocu-i1,X,X,,#N/A,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,Admin Data,Census,TRUE,TRUE,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),a-cocu-i1,X,X,,#N/A,,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,t-peng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,t-peng-q1,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,t-peng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,t-peng-q2,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,t-peng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,t-peng-q3,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,t-peng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,t-peng-q4,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,"How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Teacher Communication - Parent,Draws on anonymous parent reports about the quality of communication from their child(ren)'s teachers.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,"There are adequate opportunities to meet with my
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, child(ren)'s teacher(s), e.g., parent-teacher conferences?",,,,,,,,p-tcom-q1,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,t-ceng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,No source,,FALSE,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",t-ceng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Teacher Communication - Parent,Draws on anonymous parent reports about the quality of communication from their child(ren)'s teachers.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?,,,,,,,,p-tcom-q2,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Admin Data,Benchmark is the statewide average 9th grade passing rate in the 21-22 school year,TRUE,TRUE,9th grade passing rate,9th grade passing rate,Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),a-ovpe-i1,,X,,#N/A,75.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",Teacher Communication - Parent,Draws on anonymous parent reports about the quality of communication from their child(ren)'s teachers.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,"I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to.",,,,,,,,p-tcom-q3,,,,Q100,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),a-ovpe-i2,,X,,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,"How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,t-ceng-q3,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",t-ceng-q4,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School-Family Communication - Parent,Draws on anonymous parent reports about the quality of school to family communication.,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,"I know who to contact when I have a school-related
question.",,,,,,,,p-comm-q1,,,,Q17,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School-Family Communication - Parent,Draws on anonymous parent reports about the quality of school to family communication.,3C-ii,Parents,confirmed by EFA,TRUE,TRUE,"I know how to find important information and news about
my child(ren)'s school.",,,,,,,,p-comm-q2,,,,Q31,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School-Family Communication - Parent,Draws on anonymous parent reports about the quality of school to family communication.,3C-ii,Parents,confirmed by EFA,TRUE,TRUE,"In general, when I ask a question, I get a response in a
timely fashion.",,,,,,,,p-comm-q3,,,,Q66,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School-Family Communication - Parent,Draws on anonymous parent reports about the quality of school to family communication.,3C-ii,Parents,confirmed by EFA,TRUE,TRUE,"The current emailed newsletters (from the principal,
superintendent, PTO, school counselors, etc.) are effective
in sharing information with the community.",,,,,,,,p-comm-q4,,,,Q33,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Parents as Valued Community Members - Parent,Draws on anonymous parent reports about the degree to which they feel like valued members of the school community.,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,"I feel welcome at my child(ren)'s school, e.g., when I visit for
events or drop in to ask a question.",,,,,,,,p-valm-q1,,,,Q24,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",Parents as Valued Community Members - Parent,Draws on anonymous parent reports about the degree to which they feel like valued members of the school community.,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,"I have opportunities to participate in making decisions that
affect the school community, e.g., planning a school event,
spending PTA funds, reviewing school improvement plans,
hiring key school or district leaders.",,,,,,,,p-valm-q2,,,,Q26,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",Parents as Valued Community Members - Parent,Draws on anonymous parent reports about the degree to which they feel like valued members of the school community.,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,"I feel comfortable sharing any concerns with the staff at my
child(ren)'s school.",,,,,,,,p-valm-q3,,,,Q25,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",Parents as Valued Community Members - Parent,Draws on anonymous parent reports about the degree to which they feel like valued members of the school community.,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,"The staff at my child(ren)'s school value me as a partner in
my child's learning.",,,,,,,,p-valm-q4,,,,Q45,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Admin Data,Benchmark is the statewide average 9th grade passing rate in the 21-22 school year,TRUE,TRUE,9th grade passing rate,9th grade passing rate,Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),a-ovpe-i1,,X,,#N/A,,75.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),a-ovpe-i2,,X,,#N/A,,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,No source,,FALSE,FALSE,,,,,,,,,n/a,,,,#N/A,,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year? Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
",t-sach-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, ",t-sach-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" classes of the same grades/subjects in your state, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",t-sach-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" classes of the same grades/subjects in your state, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",t-sach-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,No source,,FALSE,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Student Academic Progress - Parent,Draws on anonymous parent reports about academic progress of students.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,My child(ren) are learning at school.,,,,,,,,p-acpr-q1,,,,Q35,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",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. ,Student Academic Progress - Parent,Draws on anonymous parent reports about academic progress of students.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,My child(ren) are learning skills they will need later in life.,,,,,,,,p-acpr-q2,,,,Q36,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",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. ,Student Academic Progress - Parent,Draws on anonymous parent reports about academic progress of students.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,"My child(ren) are engaged in challenging academic work
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41, on a regular basis in school.",,,,,,,,p-acpr-q3,,,,Q38,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,The school day goes by fast.,The school day goes by fast.,,,,,,,s-sten-es1,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es1 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem 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. ,Student Academic Progress - Parent,Draws on anonymous parent reports about academic progress of students.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,"My child(ren) are excited to engage in activities and
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,I like my class.,I like my class.,,,,,,,s-sten-es2,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es2 learning at school.",,,,,,,,p-acpr-q4,,,,Q103,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,I am excited to come to school.,I am excited to come to school.,,,,,,,s-sten-es3,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es3 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,I get to learn about things that I am interested in at my school.,I get to learn about things that I am interested in at my school.,,,,,,,s-sten-es4,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es4 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,"Most of the time, I am excited about learning.","Most of the time, I am excited about learning.",,,,,,,s-sten-es5,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es5 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,There are times when I have choices about what I learn.,There are times when I have choices about what I learn.,,,,,,,s-sten-es6,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es6 Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,The school day goes by fast.,The school day goes by fast.,,,,,,,s-sten-es1,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es1
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,There are times when I get to share my ideas with my classmates.,There are times when I get to share my ideas with my classmates.,,,,,,,s-sten-es7,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es7 Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,I like my class.,I like my class.,,,,,,,s-sten-es2,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es2
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),a-degr-i1,,X,,#N/A,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41, Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,I am excited to come to school.,I am excited to come to school.,,,,,,,s-sten-es3,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es3
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,a-degr-i2,X,,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41, Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,I get to learn about things that I am interested in at my school.,I get to learn about things that I am interested in at my school.,,,,,,,s-sten-es4,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es4
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),a-degr-i3,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41, Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,"Most of the time, I am excited about learning.","Most of the time, I am excited about learning.",,,,,,,s-sten-es5,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es5
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,t-psol-q1,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41, Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,There are times when I have choices about what I learn.,There are times when I have choices about what I learn.,,,,,,,s-sten-es6,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es6
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,t-psol-q2,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41, Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,There are times when I get to share my ideas with my classmates.,There are times when I get to share my ideas with my classmates.,,,,,,,s-sten-es7,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es7
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),a-degr-i1,,X,,#N/A,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,No source,,FALSE,FALSE,,,,,,,,,n/a,,,,#N/A,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,a-degr-i2,X,,,#N/A,,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,College & Career Placement,Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.,4D-i,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,Placement in college or career (HS only) ,College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),a-cgpr-i1,,X,,#N/A,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),a-degr-i3,,X,,#N/A,,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,Career Preparation,Tracks student access to career technical education courses.,4D-ii,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,t-psol-q1,,,,#N/A,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,Career Preparation,Tracks student access to career technical education courses.,4D-ii,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,t-psol-q2,,,,#N/A,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,s-sper-q1,,,,Q59,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",s-sper-q2,,,,Q60,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,College & Career Placement,Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.,4D-i,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,Placement in college or career (HS only) ,College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),a-cgpr-i1,,X,,#N/A,,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,s-sper-q3,,,,Q61,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,Career Preparation,Tracks student access to career technical education courses.,4D-ii,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,"In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?",s-sper-q4,,,X,Q62,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41, Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,Career Preparation,Tracks student access to career technical education courses.,4D-ii,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",s-civp-q1,,,,Q30,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,s-sper-q1,,,,Q59,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,s-civp-q2,,,,Q31,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",s-sper-q2,,,,Q60,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,s-civp-q3,,,,Q32,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,s-sper-q3,,,,Q61,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,s-civp-q4,,,X,Q33,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,"In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?",s-sper-q4,,,X,Q62,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,Students,,TRUE,TRUE,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?",s-grit-q1,,,X,Q63,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",s-civp-q1,,,,Q30,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,Students,,TRUE,TRUE,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,s-grit-q2,,,,Q64,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,s-civp-q2,,,,Q31,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,Students,,TRUE,TRUE,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",s-grit-q3,,,,Q65,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,s-civp-q3,,,,Q32,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,Students,,TRUE,TRUE,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",s-grit-q4,,,,Q66,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,s-civp-q4,,,X,Q33,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,Students,,TRUE,TRUE,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,Not in the 16-17 Surveys,s-grmi-q1,,,,Q34,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,Students,,TRUE,TRUE,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?",s-grit-q1,,,X,Q63,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,Students,,TRUE,TRUE,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,Not in the 16-17 Surveys,s-grmi-q2,,,X,Q35,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,Students,,TRUE,TRUE,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,s-grit-q2,,,,Q64,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,Students,,TRUE,TRUE,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,Not in the 16-17 Surveys,s-grmi-q3,,,,Q127,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,Students,,TRUE,TRUE,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",s-grit-q3,,,,Q65,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,Students,,TRUE,TRUE,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE),How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE),Not in the 16-17 Surveys,s-grmi-q4,,,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,Students,,TRUE,TRUE,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",s-grit-q4,,,,Q66,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,Admin Data,,TRUE,TRUE,Percent of students enrolled in at least 1 arts course,Percent of students enrolled in at least 1 arts course,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,77.5 (statewide average in the 22-23 school year),number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,Students,,TRUE,TRUE,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,Not in the 16-17 Surveys,s-grmi-q1,,,,Q34,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,Students,,TRUE,TRUE,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",s-expa-q1,,,X,Q68,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,Students,,TRUE,TRUE,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,Not in the 16-17 Surveys,s-grmi-q2,,,X,Q35,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?",t-expa-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,Students,,TRUE,TRUE,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,Not in the 16-17 Surveys,s-grmi-q3,,,,Q127,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",t-expa-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,Students,,TRUE,TRUE,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE),How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE),Not in the 16-17 Surveys,s-grmi-q4,,,,Q36,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,Students,,TRUE,TRUE,"How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?",s-appa-q1,,,X,Q37,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,Admin Data,,TRUE,TRUE,Percent of students enrolled in at least 1 arts course,Percent of students enrolled in at least 1 arts course,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,,77.5 (statewide average in the 22-23 school year),number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,Students,,TRUE,TRUE,"If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)",s-appa-q2,,,,Q38,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,Students,,TRUE,TRUE,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",s-expa-q1,,,X,Q68,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,Students,,TRUE,TRUE,"How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?",s-appa-q3,,,,Q39,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?",t-expa-q2,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?",How much does your school work make you feel stressed?,Not in the 16-17 Surveys,s-acst-q1,X,,,Q135,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",t-expa-q3,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how nervous do you feel about doing well?",Not in the 16-17 Surveys,s-acst-q2,X,,X,Q136,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,Students,,TRUE,TRUE,"How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?",s-appa-q1,,,X,Q37,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?",How much do you think that your grades and test scores will determine your future?,How much do you think that your grades and test scores will determine your future?,Not in the 16-17 Surveys,s-acst-q3,X,,,Q137,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,Students,,TRUE,TRUE,"If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)",s-appa-q2,,,,Q38,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",s-poaf-q1,,,,Q69,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,Students,,TRUE,TRUE,"How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?",s-appa-q3,,,,Q39,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,s-poaf-q2,,,,Q70,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?",How much does your school work make you feel stressed?,Not in the 16-17 Surveys,s-acst-q1,X,,,Q135,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?",s-poaf-q3,,,X,Q71,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how nervous do you feel about doing well?",Not in the 16-17 Surveys,s-acst-q2,X,,X,Q136,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",s-poaf-q4,,,,Q72,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?",How much do you think that your grades and test scores will determine your future?,How much do you think that your grades and test scores will determine your future?,Not in the 16-17 Surveys,s-acst-q3,X,,,Q137,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Medical staff to student ratio (schoolwide),Medical staff to student ratio (schoolwide),Medical staff to student ratio ,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,a-phya-i1,X,,,#N/A,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",s-poaf-q1,,,,Q69,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?",t-phya-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,s-poaf-q2,,,,Q70,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?",t-phya-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?",s-poaf-q3,,,X,Q71,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
,,,,,,,,,,,Scraps,,,The school values my family’s background,,,,,,,,p-scrp-q3,,,,Q13,Discuss improvements with Maynard DEI,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,Students,,TRUE,TRUE,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",s-poaf-q4,,,,Q72,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Medical staff to student ratio (schoolwide),Medical staff to student ratio (schoolwide),Medical staff to student ratio ,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,a-phya-i1,X,,,#N/A,,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?",t-phya-q2,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?",t-phya-q3,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,Parents,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to learn about people
from racial and social backgrounds that differ from our
family's backgrounds.",,,,,,,,p-cure-q1,,,,Q104,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,Parents,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to make friends with
others from different racial or social backgrounds at
school.",,,,,,,,p-cure-q2,,,,Q47,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,Parents,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to learn about people
who are similar to them in the school curriculum.",,,,,,,,p-cure-q3,,,,Q48,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,Parents,High number of n/a's in pilot administration,FALSE,FALSE,"My child(ren) have opportunities to learn about people
who are different from them in the school curriculum",,,,,,,,p-cure-q4,,,,Q86,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,Parents,Event scale,FALSE,FALSE,"School events are scheduled during days and times that I
am able to attend.",,,,,,,,p-evnt-q1,,,,Q44,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,Parents,Event scale,FALSE,FALSE,My family is aware that my child can participate in school activities during times of financial hardship with financial help from the school.,,,,,,,,p-evnt-q2,,,,Q16,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,Parents,Event scale,FALSE,FALSE,How often do staff at your child(ren)’s school invite you to school events (either in person or virtual events)?,,,,,,,,p-evnt-q3,,,,Q23,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,Parents,Event scale,FALSE,FALSE,How often do staff at your child(ren)’s school contact you to discuss your child's academic achievement?,,,,,,,,p-evnt-q4,,,,Q29,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous parent reports about student physical safety. ,,Parents,Scale of its own,FALSE,FALSE,"The level of substance abuse is a problem at my
child(ren)'s school.",,,,,,,,p-phys-q3,,,,Q102,Discuss improvements with Maynard DEI,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,Parents,Scraps,FALSE,FALSE,"My child(ren) have at least one adult at the school that
they trust.",,,,,,,,p-scrp-q1,,,,Q19,Nix this one - low factor loading,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,Parents,Scraps,FALSE,FALSE,The school values my family’s beliefs.,,,,,,,,p-scrp-q2,,,,Q84,Discuss improvements with Maynard DEI,,,,,,,,,,,

1 Category Category ID Category Description Category Short Description Subcategory Subcategory ID Subcategory Description Measures Measure Description Measure ID Source Source Notes Show items in accordion? Active admin & survey items Question/item (23-24) Question/item (22-23) Question/item (21-22) Question/item (20-21) Original Item (19-20 surveys) Original Item (18-19 surveys) Original Item (17-18 surveys) Original Item (16-17 surveys) Survey Item ID Reverse Scored HS only admin item? On Short Form? Qualtrics ID Next steps - Parent survey Admin Data Benchmark (Absolute) Admin Data Unit (Absolute) Item Warning High Item Watch Low Item Watch High Item Growth Low Item Growth High Item Approval Low Item Approval High Item Ideal Low
2 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i Admin Data Constructed by MCIEA staff, based on research from Kraft and Papay TRUE TRUE Percentage teachers with 3+ years of experience Percentage teachers with 3+ years of experience Percentage teachers with 5+ years of experience Percentage teachers with 5+ years of experience Percentage teachers with 5+ years of experience Percentage teachers with 5+ years of experience Percentage teachers with 5+ years of experience Percentage teachers with 5+ years of experience a-exp-i1 80 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
3 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i Admin Data NCES, 2015-16 TRUE TRUE Percentage teachers National Board certified Percentage teachers National Board certified Percentage teachers National Board certified Percentage teachers National Board certified Percentage teachers National Board certified Percentage teachers National Board certified Percentage teachers National Board certified Percentage teachers National Board certified a-exp-i2 10 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
4 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i Admin Data Center for Education Data and Research TRUE TRUE Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure a-exp-i3 95 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
5 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i Teachers TRUE TRUE Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? t-prep-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
6 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i Teachers TRUE TRUE How prepared are you for teaching the topics that you are expected to teach in your assignment? How prepared are you for teaching the topics that you are expected to teach in your assignment? How prepared are you for teaching the topics that you are expected to teach in your assignment? How prepared are you for teaching the topics that you are expected to teach in your assignment? How prepared are you for teaching the topics that you are expected to teach in your assignment? How prepared are you for teaching the topics that you are expected to teach in your assignment? How prepared are you for teaching the topics that you are expected to teach in your assignment? How prepared are you for teaching the topics that you are expected to teach in your assignment? t-prep-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
7 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i Teachers TRUE TRUE How confident are you in working with the student body at your school? How confident are you in working with the student body at your school? How confident are you in working with the student body at your school? How confident are you in working with the student body at your school? How confident are you in working with the student body at your school? How confident are you in working with the student body at your school? How confident are you in working with the student body at your school? How confident are you in working with the student body at your school? t-prep-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
8 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students TRUE TRUE Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? s-peff-q1 Q10 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
9 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students TRUE TRUE For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? s-peff-q2 Q11 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
10 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students TRUE TRUE When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? s-peff-q3 Q12 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
11 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students TRUE TRUE How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? s-peff-q4 Q14 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
12 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students TRUE TRUE How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? s-peff-q5 Q15 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
13 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students TRUE TRUE How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? s-peff-q6 X Q16 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
14 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Teachers TRUE TRUE How confident are you in your ability to present material clearly? How confident are you in your ability to present material clearly? How confident are you in your ability to present material clearly? How confident are you in your ability to present material clearly? How confident are you in your ability to present material clearly? How confident are you in your ability to present material clearly? Not in the 17-18 Surveys Not in the 16-17 Surveys t-ieff-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
15 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Teachers TRUE TRUE How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to identify gaps in student understanding? Not in the 17-18 Surveys Not in the 16-17 Surveys t-ieff-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
16 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Teachers TRUE TRUE How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to provide extra help to students who need it? Not in the 17-18 Surveys Not in the 16-17 Surveys t-ieff-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
17 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Teachers TRUE TRUE How confident are you in your ability to make material interesting for students? How confident are you in your ability to make material interesting for students? How confident are you in your ability to make material interesting for students? How confident are you in your ability to make material interesting for students? How confident are you in your ability to make material interesting for students? How confident are you in your ability to make material interesting for students? Not in the 17-18 Surveys Not in the 16-17 Surveys t-ieff-q4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
18 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii Admin Data Constructed by MCIEA staff TRUE TRUE Percent teacher returning (including retirement) Percent teacher returning (including retirement) Percent teacher returning (excluding retirement) Percent teacher returning (excluding retirement) Percent teacher returning (excluding retirement) Percent teacher returning (excluding retirement) Percent teacher returning (excluding retirement) Percent teacher returning (excluding retirement) a-pcom-i1 #N/A 85 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
19 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii Admin Data Ed Week TRUE TRUE Percent teachers with 10+ days absent Percent teachers with 10+ days absent Percent teachers with 10+ days absent Percent teachers with 10+ days absent Percent teachers with 10+ days absent Percent teachers with 10+ days absent Percent teachers with 10+ days absent Percent teachers with 10+ days absent a-pcom-i2 X #N/A 28 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
20 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii Admin Data Benchmark is the % of teachers of color statewide in the 21-22 school year TRUE TRUE % Teachers of Color % Teachers of Color a-pcom-i3 #N/A 12.8 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
21 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii Teachers TRUE TRUE How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school feel responsible for helping each other do their best? t-pcom-q1 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
22 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii Teachers TRUE TRUE How many teachers in this school take responsibility for improving the school? How many teachers in this school take responsibility for improving the school? How many teachers in this school take responsibility for improving the school? How many teachers in this school take responsibility for improving the school? How many teachers in this school take responsibility for improving the school? How many teachers in this school take responsibility for improving the school? How many teachers in this school take responsibility for improving the school? How many teachers in this school take responsibility for improving the school? t-pcom-q2 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
23 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii Teachers TRUE TRUE This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? t-pcom-q3 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
24 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii Teachers TRUE TRUE As a faculty, how well do you do talking through views, opinions, and values? As a faculty, how well do you do talking through views, opinions, and values? As a faculty, how well do you do talking through views, opinions, and values? As a faculty, how well do you do talking through views, opinions, and values? As a faculty, how well do you do talking through views, opinions, and values? As a faculty, how well do you do talking through views, opinions, and values? As a faculty, how well do you do talking through views, opinions, and values? As a faculty, how well do you do talking through views, opinions, and values? t-pcom-q4 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
25 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii Teachers TRUE TRUE This year, how often have you had colleagues observe your classroom? This year, how often have you had colleagues observe your classroom? This year, how often have you had colleagues observe your classroom? This year, how often have you had colleagues observe your classroom? This year, how often have you had colleagues observe your classroom? This year, how often have you had colleagues observe your classroom? This year, how often have you had colleagues observe your classroom? This year, how often have you had colleagues observe your classroom? t-pcom-q5 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
26 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers FALSE TRUE How effectively does your school leadership as a whole communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? t-inle-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
27 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers FALSE TRUE How effectively do your school leaders press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? t-inle-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
28 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers FALSE TRUE How much do your school leaders know about what’s going on in teachers’ classrooms? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How much does your principal know about what’s going on in teachers’ classrooms ? How much does your principal know about what’s going on in teachers’ classrooms ? How much does your principal know about what’s going on in teachers’ classrooms ? t-inle-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
29 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers FALSE TRUE To what extent do you trust your school leaders at their word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? t-prtr-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
30 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers FALSE TRUE At your school, how comfortable are you raising concerns with the leaders at your school? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? t-prtr-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
31 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers FALSE TRUE How much do you trust school leaders to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? t-prtr-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
32 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers TRUE TRUE How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? t-coll-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
33 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers TRUE TRUE How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? t-coll-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
34 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers TRUE TRUE How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? t-coll-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
35 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers TRUE TRUE To what extent has your school-based professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? t-qupd-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
36 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers TRUE TRUE How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? t-qupd-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
37 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers TRUE TRUE To what extent has your school-based professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? t-qupd-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
38 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers TRUE TRUE Overall, how strong is your school's support for your professional growth? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? t-qupd-q4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
39 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i Admin Data NCES TRUE TRUE Percent of students suspended Percent of students suspended Student to suspensions ratio Student to suspensions ratio Student to suspensions ratio Student to suspensions ratio Student to suspensions ratio Student to suspensions ratio a-phys-i1 X #N/A 5.27 percent 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
40 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i Admin Data Only captured to calculate the ratio TRUE FALSE Number of student suspensions Number of student suspensions Number of student suspensions Number of student suspensions Number of student suspensions Number of student suspensions a-phys-i2 #N/A n/a number 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
41 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i Admin Data only captured to calculate the chronic absence ratio TRUE TRUE Percent of students suspended for 10+ days Percent of students suspended for 10+ days Number of students suspended for 10+ days Number of students suspended for 10+ days Number of students suspended for 10+ days Number of students suspended for 10+ days Number of students suspended for 10+ days Number of students suspended for 10+ days a-phys-i3 X #N/A 1 percent 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
42 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i Students TRUE TRUE How often do you worry about violence at your school? How often do you worry about violence at your school? How often do you worry about violence at your school? How often do you worry about violence at your school? How often do you worry about violence at your school? How often do you worry about violence at your school? How often do you worry about violence at your school? How often do you worry about violence at your school? s-phys-q1 X Q40 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
43 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i Students TRUE TRUE How often do students get into physical fights at your school? How often do students get into physical fights at your school? How often do students get into physical fights at your school? How often do students get into physical fights at your school? How often do students get into physical fights at your school? How often do students get into physical fights at your school? How often do students get into physical fights at your school? How often do students get into physical fights at your school? s-phys-q2 X Q41 . 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
44 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i Students TRUE TRUE Overall, how physically safe do you feel at school? Overall, how physically safe do you feel at school? Overall, how physically safe do you feel at school? Overall, how physically safe do you feel at school? Overall, how physically safe do you feel at school? Overall, how physically safe do you feel at school? Overall, how safe do you feel at school? Overall, how safe do you feel at school? s-phys-q3 Q42 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
45 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i Students TRUE TRUE How often do you feel like you might be harmed by someone at school? How often do you feel like you might be harmed by someone at school? How often do you feel like you might be harmed by someone at school? How often do you feel like you might be harmed by someone at school? How often do you feel like you might be harmed by someone at school? How often do you feel like you might be harmed by someone at school? How often do you feel like you might be harmed by someone at school? How often do you feel like you might be harmed by someone at school? s-phys-q4 X X Q43 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
46 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students TRUE TRUE How often are students unkind to each other at this school? How often are students unkind to each other at this school? How often are students unkind to each other at this school? How often are students unkind to each other at this school? How often are students unkind to each other at this school? How often are students unkind to each other at this school? How often are students unkind to each other at this school? How worried are you that you will be bullied because of who you are? s-emsa-q1 X X Q7 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
47 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students TRUE TRUE How often are students at this school unkind to each other online? How often are students at this school unkind to each other online? How often are students at this school unkind to each other online? How often are students at this school unkind to each other online? How often are students at this school unkind to each other online? How often are students at this school unkind to each other online? How often are students at this school unkind to each other online? How often do you think students at your school are bullied online? s-emsa-q2 X Q8 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
48 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students TRUE TRUE How much bullying occurs at this school? How much bullying occurs at this school? How much bullying occurs at this school? How much bullying occurs at this school? How much bullying occurs at this school? How much bullying occurs at this school? How much bullying occurs at this school? How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE) s-emsa-q3 X Q9 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
49 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Teachers TRUE TRUE How often are students bullied at school or online? How often are students bullied at school or online? How often are students bullied at school or online? How often are students bullied at school or online? How often are students bullied at school or online? How often are students bullied at school? How often are students bullied at school? How often are students bullied at school? t-pvic-q1 X #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
50 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Teachers TRUE TRUE How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? t-pvic-q2 X #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
51 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Teachers TRUE TRUE Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? t-pvic-q3 #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
52 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students FALSE TRUE Some kids get picked on at my school. Some kids get picked on at my school. s-emsa-es1 X 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es1
53 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students FALSE TRUE At my school, I see kids acting in an unsafe or unkind way. At my school, I see kids acting in an unsafe or unkind way. s-emsa-es2 X 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es2
54 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students FALSE TRUE At my school, I see many acts of kindness. At my school, I see many acts of kindness. s-emsa-es3 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es3
55 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students FALSE TRUE No one has hurt my feelings using technology (on an ipad or phone). No one has hurt my feelings using technology (on an ipad or phone). s-emsa-es4 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es4
56 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students FALSE TRUE At my school, it is okay to be different or unique. At my school, it is okay to be different or unique. s-emsa-es5 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es5
57 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships Safety 2B 2A Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Sense of Belonging Social Experiences - Parent Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous parent reports about student emotional and physical safety 2B-i 2A-ii Students Parents New scale - Social experiences FALSE TRUE TRUE I am happy when I am at school. In the last year, my child(ren) has experienced bullying and/or harassment at school. I am happy when I am at school. s-sbel-es1 p-socx-q1 Q7 Update survey item ID in qualtrics 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51
58 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships Safety 2B 2A Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Sense of Belonging Social Experiences - Parent Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous parent reports about student emotional and physical safety 2B-i 2A-ii Students Parents New scale - Social experiences FALSE TRUE TRUE I am happy when I am in class. I am concerned about my child(ren)'s physical safety at school. I am happy when I am in class. s-sbel-es10 p-socx-q2 Q42 Update survey item ID in qualtrics 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51
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 Safety 2B 2A Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Sense of Belonging Social Experiences - Parent Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous parent reports about student emotional and physical safety 2B-i 2A-ii Students Parents New scale - Social experiences FALSE TRUE TRUE My teacher gives all students help when they need it. My child(ren) enjoy going to school on most days. My teacher gives all students help when they need it. s-sbel-es11 p-socx-q3 Q15 Update survey item ID in qualtrics 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51
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 Safety 2B 2A Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Sense of Belonging Social Experiences - Parent Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous parent reports about student emotional and physical safety 2B-i 2A-ii Students Parents New scale - Social experiences FALSE TRUE TRUE I have friends in my classroom. My child(ren) have friends at school. I have friends in my classroom. s-sbel-es2 p-socx-q4 Q101 Update survey item ID in qualtrics 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51
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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students FALSE TRUE I have friends at recess. I am happy when I am at school. I have friends at recess. I am happy when I am at school. s-sbel-es3 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students FALSE TRUE Grownups at this school like me for who I am. I am happy when I am in class. Grownups at this school like me for who I am. I am happy when I am in class. s-sbel-es4 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students FALSE TRUE Students at this school like me for who I am My teacher gives all students help when they need it. Students at this school like me for who I am My teacher gives all students help when they need it. s-sbel-es5 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students FALSE TRUE Grownups treat students with respect. I have friends in my classroom. Grownups treat students with respect. I have friends in my classroom. s-sbel-es6 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students FALSE TRUE Students treat each other with respect. I have friends at recess. Students treat each other with respect. I have friends at recess. s-sbel-es7 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students FALSE TRUE There are grownups at my school who care about me. Grownups at this school like me for who I am. There are grownups at my school who care about me. Grownups at this school like me for who I am. s-sbel-es8 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students FALSE TRUE My teacher gives me help when I need it. Students at this school like me for who I am My teacher gives me help when I need it. Students at this school like me for who I am s-sbel-es9 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students TRUE FALSE TRUE Overall, how much do you feel like you belong at your school? Grownups treat students with respect. Overall, how much do you feel like you belong at your school? Grownups treat students with respect. Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? s-sbel-q1 s-sbel-es6 Q44 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students TRUE FALSE TRUE At your school, how accepted do you feel by the other students? Students treat each other with respect. At your school, how accepted do you feel by the other students? Students treat each other with respect. At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? s-sbel-q2 s-sbel-es7 X Q45 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students TRUE FALSE TRUE How well do people at your school understand you? There are grownups at my school who care about me. How well do people at your school understand you? There are grownups at my school who care about me. How well do people at your school understand you? How well do people at your school understand you? How well do people at your school understand you? How well do people at your school understand you? How well do people at your school understand you? How well do people at your school understand you? s-sbel-q3 s-sbel-es8 Q46 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students TRUE FALSE TRUE How much respect do students in your school show you? My teacher gives me help when I need it. How much respect do students in your school show you? My teacher gives me help when I need it. How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? s-sbel-q4 s-sbel-es9 Q48 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Students TRUE TRUE How connected do you feel to the adults at your school? Overall, how much do you feel like you belong at your school? How connected do you feel to the adults at your school? Overall, how much do you feel like you belong at your school? How connected do you feel to the adults at your school? Overall, how much do you feel like you belong at your school? How connected do you feel to the adults at your school? Overall, how much do you feel like you belong at your school? How connected do you feel to the adults at your school? Overall, how much do you feel like you belong at your school? How connected do you feel to the adults at your school? Overall, how much do you feel like you belong at your school? How connected do you feel to the adults at your school? Overall, how much do you feel like you belong at your school? How connected do you feel to the adults at your school? Overall, how much do you feel like you belong at your school? s-sbel-q5 s-sbel-q1 Q49 Q44 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Teachers Students TRUE TRUE How much do students at this school care about each other? At your school, how accepted do you feel by the other students? How much do students at this school care about each other? At your school, how accepted do you feel by the other students? How much do students at this school care about each other? At your school, how accepted do you feel by the other students? How much do students at this school care about each other? At your school, how accepted do you feel by the other students? How much do students at this school care about each other? At your school, how accepted do you feel by the other students? How much do students at this school care about each other? At your school, how accepted do you feel by the other students? How much do students at this school care about each other? At your school, how accepted do you feel by the other students? How much do students at this school care about each other? At your school, how accepted do you feel by the other students? t-psup-q1 s-sbel-q2 X #N/A Q45 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Teachers Students TRUE TRUE How often do students at this school help each other learn? How well do people at your school understand you? How often do students at this school help each other learn? How well do people at your school understand you? How often do students at this school help each other learn? How well do people at your school understand you? How often do students at this school help each other learn? How well do people at your school understand you? How often do students at this school help each other learn? How well do people at your school understand you? How often do students at this school help each other learn? How well do people at your school understand you? How often do students at this school help each other learn? How well do people at your school understand you? How often do students at this school help each other learn? How well do people at your school understand you? t-psup-q2 s-sbel-q3 #N/A Q46 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Teachers Students TRUE TRUE How well do students at this school get along with each other? How much respect do students in your school show you? How well do students at this school get along with each other? How much respect do students in your school show you? How well do students at this school get along with each other? How much respect do students in your school show you? How well do students at this school get along with each other? How much respect do students in your school show you? How well do students at this school get along with each other? How much respect do students in your school show you? How well do students at this school get along with each other? How much respect do students in your school show you? How well do students at this school get along with each other? How much respect do students in your school show you? How well do students at this school get along with each other? How much respect do students in your school show you? t-psup-q3 s-sbel-q4 #N/A Q48 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. 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. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i Teachers Students TRUE TRUE At this school, how respectful are students to each other? How connected do you feel to the adults at your school? At this school, how respectful are students to each other? How connected do you feel to the adults at your school? At this school, how respectful are students to each other? How connected do you feel to the adults at your school? At this school, how respectful are students to each other? How connected do you feel to the adults at your school? At this school, how respectful are students to each other? How connected do you feel to the adults at your school? At this school, how respectful are students to each other? How connected do you feel to the adults at your school? At this school, how respectful are students to each other? How connected do you feel to the adults at your school? At this school, how respectful are students to each other? How connected do you feel to the adults at your school? t-psup-q4 s-sbel-q5 #N/A Q49 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. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i Students Teachers TRUE TRUE When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much do students at this school care about each other? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much do students at this school care about each other? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much do students at this school care about each other? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much do students at this school care about each other? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much do students at this school care about each other? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much do students at this school care about each other? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much do students at this school care about each other? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much do students at this school care about each other? s-tint-q1 t-psup-q1 X Q17 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
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. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i Students Teachers TRUE TRUE How interested in your teacher in what you do outside of class? How often do students at this school help each other learn? How interested in your teacher in what you do outside of class? How often do students at this school help each other learn? How interested in your teacher in what you do outside of class? How often do students at this school help each other learn? How interested in your teacher in what you do outside of class? How often do students at this school help each other learn? How interested in your teacher in what you do outside of class? How often do students at this school help each other learn? How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey) How often do students at this school help each other learn? How interested is your teacher in what you do outside of class? How often do students at this school help each other learn? How interested is your teacher in what you do outside of class? How often do students at this school help each other learn? s-tint-q2 t-psup-q2 Q18 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
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. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i Students Teachers TRUE TRUE If you walked into class upset, how concerned would your teacher be? How well do students at this school get along with each other? If you walked into class upset, how concerned would your teacher be? How well do students at this school get along with each other? If you walked into class upset, how concerned would your teacher be? How well do students at this school get along with each other? If you walked into class upset, how concerned would your teacher be? How well do students at this school get along with each other? If you walked into class upset, how concerned would your teacher be? How well do students at this school get along with each other? If you walked into class upset, how concerned would your teacher be? How well do students at this school get along with each other? If you walked into class upset, how concerned would your teacher be? How well do students at this school get along with each other? If you walked into class upset, how concerned would your teacher be? How well do students at this school get along with each other? s-tint-q3 t-psup-q3 Q19 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 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. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i Students Teachers TRUE TRUE If you came back to visit class three years from now, how excited would your teacher be to see you? At this school, how respectful are students to each other? If you came back to visit class three years from now, how excited would your teacher be to see you? At this school, how respectful are students to each other? If you came back to visit class three years from now, how excited would your teacher be to see you? At this school, how respectful are students to each other? If you came back to visit class three years from now, how excited would your teacher be to see you? At this school, how respectful are students to each other? If you came back to visit class three years from now, how excited would your teacher be to see you? At this school, how respectful are students to each other? If you came back to visit class three years from now, how excited would your teacher be to see you? At this school, how respectful are students to each other? If you came back to visit class three years from now, how excited would your teacher be to see you? At this school, how respectful are students to each other? If you came back to visit class three years from now, how excited would your teacher be to see you? At this school, how respectful are students to each other? s-tint-q4 t-psup-q4 Q20 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 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. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students TRUE TRUE If you had something on your mind, how carefully would your teacher listen to you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? If you had something on your mind, how carefully would your teacher listen to you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? If you had something on your mind, how carefully would your teacher listen to you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? If you had something on your mind, how carefully would your teacher listen to you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? If you had something on your mind, how carefully would your teacher listen to you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? If you had something on your mind, how carefully would your teacher listen to you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? If you had something on your mind, how carefully would your teacher listen to you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? If you had something on your mind, how carefully would your teacher listen to you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? s-tint-q5 s-tint-q1 X Q21 Q17 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
82 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students FALSE TRUE TRUE I share what I do outside of school with my teacher. How interested in your teacher in what you do outside of class? I share what I do outside of school with my teacher. 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-es1 s-tint-q2 Q18 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es1
83 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students FALSE TRUE TRUE My teacher asks what I like to do outside of school. If you walked into class upset, how concerned would your teacher be? My teacher asks what I like to do outside of school. 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-es2 s-tint-q3 Q19 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es2
84 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students FALSE TRUE TRUE My teacher cares about me when I am sick or upset. If you came back to visit class three years from now, how excited would your teacher be to see you? My teacher cares about me when I am sick or upset. 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-es3 s-tint-q4 Q20 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es3
85 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students FALSE TRUE TRUE My teacher listens to me when I talk to them. If you had something on your mind, how carefully would your teacher listen to you? My teacher listens to me when I talk to them. 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-es4 s-tint-q5 Q21 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es4
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. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students FALSE TRUE My teacher helps me when I have a problem. I share what I do outside of school with my teacher. My teacher helps me when I have a problem. I share what I do outside of school with my teacher. s-tint-es5 s-tint-es1 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es5 s-tint-es1
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. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students FALSE TRUE My teachers help students when English is hard for them to speak or to understand. My teacher asks what I like to do outside of school. My teachers help students when English is hard for them to speak or to understand. My teacher asks what I like to do outside of school. s-tint-es7 s-tint-es2 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es7 s-tint-es2
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. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students FALSE TRUE My school is kind to students who come from another country or speak another language. My teacher cares about me when I am sick or upset. My school is kind to students who come from another country or speak another language. My teacher cares about me when I am sick or upset. s-tint-es8 s-tint-es3 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es8 s-tint-es3
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 Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student-Teacher Relationships Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2C-i 2B-ii Admin Data Students MA DESE, 2019-20 TRUE FALSE TRUE Chronic absence rate My teacher listens to me when I talk to them. Chronic absence rate My teacher listens to me when I talk to them. Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate a-vale-i1 s-tint-es4 X #N/A 10 number 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.8 4.5 4.81 4.51 s-tint-es4
90 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student-Teacher Relationships Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2C-i 2B-ii Admin Data Students Constructed by MCIEA staff TRUE FALSE TRUE Average daily attendance My teacher helps me when I have a problem. Average daily attendance My teacher helps me when I have a problem. Average daily attendance Average daily attendance Average daily attendance Average daily attendance Average daily attendance Average daily attendance a-vale-i2 s-tint-es5 #N/A 90 number 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.8 4.5 4.81 4.51 s-tint-es5
91 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2C-i 2B-ii Students FALSE TRUE School is important to me. My teachers help students when English is hard for them to speak or to understand. School is important to me. My teachers help students when English is hard for them to speak or to understand. s-vale-es1 s-tint-es7 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51 s-tint-es7
92 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2C-i 2B-ii Students FALSE TRUE School is important to my family. My school is kind to students who come from another country or speak another language. School is important to my family. My school is kind to students who come from another country or speak another language. s-vale-es2 s-tint-es8 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51 s-tint-es8
93 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Valuing of Learning Social Support - Parent Draws on anonymous parent reports about communication from the school regarding student physical and emotional safety 2C-i 2B-ii Students Parents New scale - Social support FALSE TRUE TRUE I enjoy learning new things at school. There are counselors available to help my child(ren) when they struggle with their emotions. I enjoy learning new things at school. s-vale-es3 p-sosu-q1 Q43 Update survey item ID in qualtrics 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
94 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Valuing of Learning Social Support - Parent Draws on anonymous parent reports about communication from the school regarding student physical and emotional safety 2C-i 2B-ii Students Parents New scale - Social support FALSE TRUE TRUE I am a reader. If my child(ren) felt bullied or harassed, I would know who to talk to at the school. I am a reader. s-vale-es4 p-sosu-q2 Q10 Update survey item ID in qualtrics 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
95 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Valuing of Learning Social Support - Parent Draws on anonymous parent reports about communication from the school regarding student physical and emotional safety 2C-i 2B-ii Students Parents New scale - Social support FALSE TRUE TRUE I am a mathematician. This school values my child(ren)'s emotional well being. I am a mathematician. s-vale-es5 p-sosu-q3 Q11 Update survey item ID in qualtrics 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
96 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Valuing of Learning Social Support - Parent Draws on anonymous parent reports about communication from the school regarding student physical and emotional safety 2C-i 2B-ii Students Parents New scale - Social support FALSE TRUE TRUE I am a scientist. If my child(ren) or I had concerns about physical safety, I would know who to talk to at the school. I am a scientist. s-vale-es6 p-sosu-q4 Q6 Update survey item ID in qualtrics 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
97 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i Students Admin Data MA DESE, 2019-20 FALSE TRUE TRUE I am a good citizen. Chronic absence rate I am a good citizen. Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate s-vale-es7 a-vale-i1 X #N/A 10 number 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.8 4.51 4.81
98 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i Students Admin Data Constructed by MCIEA staff FALSE TRUE TRUE I wonder about things, am curious, and want to learn more. Average daily attendance I wonder about things, am curious, and want to learn more. Average daily attendance Average daily attendance Average daily attendance Average daily attendance Average daily attendance Average daily attendance Average daily attendance s-vale-es8 a-vale-i2 #N/A 90 number 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.8 4.51 4.81
99 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i Students TRUE FALSE TRUE Overall, how important is school to you? School is important to me. Overall, how important is school to you? School is important to me. Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? s-vale-q1 s-vale-es1 Q50 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
100 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i Students TRUE FALSE TRUE How curious are you to learn more about things you talked about in school? School is important to my family. How curious are you to learn more about things you talked about in school? School is important to my family. 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 s-vale-es2 Q53 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
101 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i Students TRUE FALSE TRUE How much do you enjoy learning in school? I enjoy learning new things at school. How much do you enjoy learning in school? I enjoy learning new things at 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 s-vale-es3 X Q54 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
102 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i Students TRUE FALSE TRUE How much do you see yourself as a learner? I am a reader. How much do you see yourself as a learner? I am a reader. 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 s-vale-es4 Q55 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
103 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge Valuing of Learning 2C-ii 2C-i Students FALSE TRUE My teachers encourage me to do my best. I am a mathematician. My teachers encourage me to do my best. I am a mathematician. s-acpr-es1 s-vale-es5 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
104 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning 2C-i Students FALSE TRUE I am a scientist. I am a scientist. s-vale-es6 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
105 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning 2C-i Students FALSE TRUE I am a good citizen. I am a good citizen. s-vale-es7 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
106 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning 2C-i Students FALSE TRUE I wonder about things, am curious, and want to learn more. I wonder about things, am curious, and want to learn more. s-vale-es8 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
107 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i Students TRUE TRUE Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? s-vale-q1 Q50 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
108 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i Students TRUE TRUE How curious are you to learn more about things you talked about in school? How curious are you to learn more about things you talked about in school? How curious are you to learn more about things you talked about in school? How curious are you to learn more about things you talked about in school? How curious are you to learn more about things you talked about in school? How curious are you to learn more about things you talked about in school? How curious are you to learn more about things you talked about in school? How curious are you to learn more about things you talked about in school? s-vale-q2 Q53 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
109 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i Students TRUE TRUE How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? s-vale-q3 X Q54 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
110 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i Students TRUE TRUE How much do you see yourself as a learner? How much do you see yourself as a learner? How much do you see yourself as a learner? How much do you see yourself as a learner? How much do you see yourself as a learner? How much do you see yourself as a learner? How much do you see yourself as a learner? How much do you see yourself as a learner? s-vale-q4 Q55 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
111 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge 2C-ii Students FALSE TRUE My teachers encourage me to do my best. My teachers encourage me to do my best. s-acpr-es1 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
112 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge 2C-ii Students FALSE TRUE My teachers ask me to explain my thinking. My teachers ask me to explain my thinking. s-acpr-es2 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
113 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge 2C-ii Students FALSE TRUE My teachers keep helping me until I understand. My teachers keep helping me until I understand. s-acpr-es3 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
114 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge 2C-ii Students FALSE TRUE I get help whenever I feel like I can't do it. I get help whenever I feel like I can't do it. s-acpr-es4 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
115 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2C-ii Students TRUE TRUE How much does your teacher encourage you to do your best? How much does your teacher encourage you to do your best? How much does your teacher encourage you to do your best? How much does your teacher encourage you to do your best? How much does your teacher encourage you to do your best? How much does your teacher encourage you to do your best? How much does your teacher encourage you to do your best? How much does your teacher encourage you to do your best? s-acpr-q1 X Q22 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
116 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2C-ii Students TRUE TRUE When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? s-acpr-q2 Q23 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
117 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2C-ii Students FALSE TRUE TRUE My teachers ask me to explain my thinking. How often does your teacher ask you to explain your answers? My teachers ask me to explain my thinking. 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-es2 s-acpr-q3 Q24 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
118 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2C-ii Students FALSE TRUE TRUE My teachers keep helping me until I understand. How often does your teacher take time to make sure you understand the material? My teachers keep helping me until I understand. 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-es3 s-acpr-q4 Q26 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
119 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2C-ii Students Teachers FALSE TRUE TRUE I get help whenever I feel like I can't do it. How well does your school foster academic challenge for all students? I get help whenever I feel like I can't do it. 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 s-acpr-es4 t-acch-q1 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
120 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2C-ii Students Teachers TRUE TRUE How much does your teacher encourage you to do your best? How effectively does your school challenge students who are struggling academically? How much does your teacher encourage you to do your best? How effectively does your school challenge students who are struggling academically? How much does your teacher encourage you to do your best? How effectively does your school challenge students who are struggling academically? How much does your teacher encourage you to do your best? How effectively does your school challenge students who are struggling academically? How much does your teacher encourage you to do your best? How effectively does your school challenge students who are struggling academically? How much does your teacher encourage you to do your best? How effectively does your school challenge students who are struggling academically? How much does your teacher encourage you to do your best? How effectively does your school challenge students who are struggling academically? How much does your teacher encourage you to do your best? Not in the 16-17 Surveys s-acpr-q1 t-acch-q2 X Q22 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
121 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Academic Challenge Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2C-ii Students Teachers TRUE TRUE When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How effectively does your school challenge students who are thriving academically? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How effectively does your school challenge students who are thriving academically? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How effectively does your school challenge students who are thriving academically? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How effectively does your school challenge students who are thriving academically? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How effectively does your school challenge students who are thriving academically? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How effectively does your school challenge students who are thriving academically? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How effectively does your school challenge students who are thriving academically? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Not in the 16-17 Surveys s-acpr-q2 t-acch-q3 Q23 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
122 School Culture Resources 2 3 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Academic Orientation Facilities & Personnel 2C 3A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Academic Challenge Physical Space & Materials Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 2C-ii 3A-i Students Admin Data Constructed by MCIEA staff TRUE TRUE How often does your teacher ask you to explain your answers? Average class size How often does your teacher ask you to explain your answers? Average class size How often does your teacher ask you to explain your answers? Average class size How often does your teacher ask you to explain your answers? Average class size How often does your teacher ask you to explain your answers? Average class size How often does your teacher ask you to explain your answers? Average class size How often does your teacher ask you to explain your answers? Average class size How often does your teacher ask you to explain your answers? Average class size s-acpr-q3 a-reso-i1 X Q24 #N/A 20 number 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.8 4.51 4.81
123 School Culture Resources 2 3 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Academic Orientation Facilities & Personnel 2C 3A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Academic Challenge Physical Space & Materials Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 2C-ii 3A-i Students Teachers TRUE TRUE How often does your teacher take time to make sure you understand the material? How adequate is your access to the materials you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the materials you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the materials you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the materials you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the materials you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the materials you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the materials you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the materials you need to effectively teach? s-acpr-q4 t-reso-q1 Q26 #N/A 2.68 2.33 2.69 2.34 3.19 2.84 3.2 2.85 3.69 3.34 3.7 3.35 4.5 4.25 4.51 4.26
124 School Culture Resources 2 3 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Academic Orientation Facilities & Personnel 2C 3A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Academic Challenge Physical Space & Materials Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 2C-ii 3A-i Teachers TRUE TRUE How well does your school foster academic challenge for all students? How adequate is your access to the technology you need to effectively teach? How well does your school foster academic challenge for all students? How adequate is your access to the technology you need to effectively teach? How well does your school foster academic challenge for all students? How adequate is your access to the technology you need to effectively teach? How well does your school foster academic challenge for all students? How adequate is your access to the technology you need to effectively teach? How well does your school foster academic challenge for all students? How adequate is your access to the technology you need to effectively teach? How well does your school foster academic challenge for all students? How adequate is your access to the technology you need to effectively teach? How well does your school foster academic challenge for all students? How adequate is your access to the technology you need to effectively teach? Not in the 16-17 Surveys How adequate is your access to the technology you need to effectively teach? t-acch-q1 t-reso-q2 #N/A 2.68 2.33 2.69 2.34 3.19 2.84 3.2 2.85 3.69 3.34 3.7 3.35 4.5 4.25 4.51 4.26
125 School Culture Resources 2 3 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Academic Orientation Facilities & Personnel 2C 3A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Academic Challenge Physical Space & Materials Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 2C-ii 3A-i Teachers TRUE TRUE How effectively does your school challenge students who are struggling academically? How adequate is the support you receive for using technology? How effectively does your school challenge students who are struggling academically? How adequate is the support you receive for using technology? How effectively does your school challenge students who are struggling academically? How adequate is the support you receive for using technology? How effectively does your school challenge students who are struggling academically? How adequate is the support you receive for using technology? How effectively does your school challenge students who are struggling academically? How adequate is the support you receive for using technology? How effectively does your school challenge students who are struggling academically? How adequate is the support you receive for using technology? How effectively does your school challenge students who are struggling academically? How adequate is the support you receive for using technology? Not in the 16-17 Surveys How adequate is the support you receive for using technology? t-acch-q2 t-reso-q3 #N/A 2.68 2.33 2.69 2.34 3.19 2.84 3.2 2.85 3.69 3.34 3.7 3.35 4.5 4.25 4.51 4.26
126 School Culture Resources 2 3 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Academic Orientation Facilities & Personnel 2C 3A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Academic Challenge Physical Space & Materials Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 2C-ii 3A-i Teachers TRUE TRUE How effectively does your school challenge students who are thriving academically? How sufficient is the physical space for in-school activities? How effectively does your school challenge students who are thriving academically? How sufficient is the physical space for in-school activities during the pandemic? How effectively does your school challenge students who are thriving academically? How sufficient is the physical space for in-school activities during the pandemic? How effectively does your school challenge students who are thriving academically? How sufficient is the physical space for in-school activities during the pandemic? How effectively does your school challenge students who are thriving academically? How sufficient is the physical space for in-school activities during the pandemic? How effectively does your school challenge students who are thriving academically? How sufficient is the physical space for school activities? How effectively does your school challenge students who are thriving academically? How sufficient is the physical space for school activities? Not in the 16-17 Surveys How sufficient is the physical space for school activities? t-acch-q3 t-reso-q4 #N/A 2.68 2.33 2.69 2.34 3.19 2.84 3.2 2.85 3.69 3.34 3.7 3.35 4.5 4.25 4.51 4.26
127 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Physical Space & Materials Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i Admin Data Teachers Constructed by MCIEA staff TRUE TRUE Average class size How well-maintained are school facilities? Average class size How well-maintained are school facilities during the pandemic? Average class size How well-maintained are school facilities during the pandemic? Average class size How well-maintained are school facilities during the pandemic? Average class size How well-maintained are school facilities during the pandemic? Average class size How well-maintained are school facilities? Average class size How well-maintained are school facilities? Average class size How well-maintained are school facilities? a-reso-i1 t-reso-q5 X #N/A 20 number 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.8 4.25 4.81 4.26
128 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Physical Space & Materials Content Specialists & Support Staff Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-i 3A-ii Teachers Admin Data American School Counselor Association (2005) TRUE TRUE How adequate is your access to the materials you need to effectively teach? Student to guidance counselor ratio (HS only) How adequate is your access to the materials you need to effectively teach? Student to guidance counselor ratio (HS only) How adequate is your access to the materials you need to effectively teach? Student to guidance counselor ratio How adequate is your access to the materials you need to effectively teach? Student to guidance counselor ratio How adequate is your access to the materials you need to effectively teach? Student to guidance counselor ratio How adequate is your access to the materials you need to effectively teach? Student to guidance counselor ratio How adequate is your access to the materials you need to effectively teach? Student to guidance counselor ratio How adequate is your access to the materials you need to effectively teach? Student to guidance counselor ratio t-reso-q1 a-sust-i1 X #N/A 250 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.9 4.26 4.91
129 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Physical Space & Materials Content Specialists & Support Staff Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-i 3A-ii Teachers Admin Data American School Counselor Association (2005) TRUE TRUE How adequate is your access to the technology you need to effectively teach? Student to mental health counselor ratio How adequate is your access to the technology you need to effectively teach? Student to mental health counselor ratio How adequate is your access to the technology you need to effectively teach? Student to mental health counselor ratio How adequate is your access to the technology you need to effectively teach? Student to mental health counselor ratio How adequate is your access to the technology you need to effectively teach? Student to mental health counselor ratio How adequate is your access to the technology you need to effectively teach? Student to mental health counselor ratio How adequate is your access to the technology you need to effectively teach? Student to mental health counselor ratio How adequate is your access to the technology you need to effectively teach? Student to mental health counselor ratio t-reso-q2 a-sust-i2 X #N/A 250 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.9 4.26 4.91
130 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Physical Space & Materials Content Specialists & Support Staff Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-i 3A-ii Teachers Admin Data NCES, 2007-08 TRUE TRUE How adequate is the support you receive for using technology? Student to instructional support staff ratio How adequate is the support you receive for using technology? Student to instructional support staff ratio How adequate is the support you receive for using technology? Student to instructional support staff ratio How adequate is the support you receive for using technology? Student to instructional support staff ratio How adequate is the support you receive for using technology? Student to instructional support staff ratio How adequate is the support you receive for using technology? Student to instructional support staff ratio How adequate is the support you receive for using technology? Student to instructional support staff ratio How adequate is the support you receive for using technology? Student to instructional support staff ratio t-reso-q3 a-sust-i3 X #N/A 43.4 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.9 4.26 4.91
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. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Physical Space & Materials Content Specialists & Support Staff Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-i 3A-ii Teachers Admin Data Constructed by MCIEA staff TRUE TRUE How sufficient is the physical space for in-school activities? Student to art teacher ratio How sufficient is the physical space for in-school activities during the pandemic? Student to art teacher ratio How sufficient is the physical space for in-school activities during the pandemic? Student to art teacher ratio How sufficient is the physical space for in-school activities during the pandemic? Student to art teacher ratio How sufficient is the physical space for in-school activities during the pandemic? Student to art teacher ratio How sufficient is the physical space for school activities? Student to art teacher ratio How sufficient is the physical space for school activities? Student to art teacher ratio How sufficient is the physical space for school activities? Student to art teacher ratio t-reso-q4 a-sust-i4 X #N/A 500 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.9 4.26 4.91
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. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Physical Space & Materials Content Specialists & Support Staff Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-i 3A-ii Teachers Students TRUE TRUE How well-maintained are school facilities? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How well-maintained are school facilities during the pandemic? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How well-maintained are school facilities during the pandemic? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How well-maintained are school facilities during the pandemic? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How well-maintained are school facilities during the pandemic? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How well-maintained are school facilities? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How well-maintained are school facilities? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How well-maintained are school facilities? 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-reso-q5 s-sust-q1 X #N/A Q56 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
133 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii Admin Data Students American School Counselor Association (2005) TRUE TRUE Student to guidance counselor ratio (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to guidance counselor ratio (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to guidance counselor ratio When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to guidance counselor ratio When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to guidance counselor ratio When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to guidance counselor ratio When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to guidance counselor ratio When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to guidance counselor ratio When you need help learning something, is there an adult at school other than your teacher who can work with you? a-sust-i1 s-sust-q2 X #N/A Q57 250 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.9 4.25 4.91 4.26
134 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii Admin Data Teachers American School Counselor Association (2005) TRUE TRUE Student to mental health counselor ratio Overall, how effective is the support students receive from non-teaching staff? Student to mental health counselor ratio Overall, how effective is the support students receive from non-teaching staff? Student to mental health counselor ratio Overall, how effective is the support students receive from non-teaching staff? Student to mental health counselor ratio Overall, how effective is the support students receive from non-teaching staff? Student to mental health counselor ratio Overall, how effective is the support students receive from non-teaching staff? Student to mental health counselor ratio Overall, how effective is the support students receive from non-teaching staff? Student to mental health counselor ratio Overall, how effective is the support students receive from non-teaching staff? Student to mental health counselor ratio Overall, how effective is the support students receive from non-teaching staff? a-sust-i2 t-sust-q1 X #N/A 250 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.9 4.25 4.91 4.26
135 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii Admin Data Teachers NCES, 2007-08 TRUE TRUE Student to instructional support staff ratio How adequate is the number of non-teaching support staff? Student to instructional support staff ratio How adequate is the number of non-teaching support staff? Student to instructional support staff ratio How adequate is the number of non-teaching support staff? Student to instructional support staff ratio How adequate is the number of non-teaching support staff? Student to instructional support staff ratio How adequate is the number of non-teaching support staff? Student to instructional support staff ratio How adequate is the number of non-teaching support staff? Student to instructional support staff ratio How adequate is the number of non-teaching support staff? Student to instructional support staff ratio How adequate is the number of non-teaching support staff? a-sust-i3 t-sust-q2 X #N/A 43.4 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.9 4.25 4.91 4.26
136 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii Admin Data Teachers Constructed by MCIEA staff TRUE TRUE Student to art teacher ratio How often are non-teaching support staff available for students with non-academic issues? Student to art teacher ratio How often are non-teaching support staff available either online or in person for students with non-academic issues? Student to art teacher ratio How often are non-teaching support staff available either online or in person for students with non-academic issues? Student to art teacher ratio How often are non-teaching support staff available either online or in person for students with non-academic issues? Student to art teacher ratio How often are non-teaching support staff available either online or in person for students with non-academic issues? Student to art teacher ratio How often are non-teaching support staff available for students with non-academic issues? Student to art teacher ratio How often are non-teaching support staff available for students with non-academic issues? Student to art teacher ratio How often are non-teaching support staff available for students with non-academic issues? a-sust-i4 t-sust-q3 X #N/A 500 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.9 4.25 4.91 4.26
137 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii Students Teachers TRUE TRUE When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How often are non-teaching support staff available for students who are struggling academically? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How often are non-teaching support staff available either online or in person for students who are struggling academically? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How often are non-teaching support staff available either online or in person for students who are struggling academically? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How often are non-teaching support staff available either online or in person for students who are struggling academically? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How often are non-teaching support staff available either online or in person for students who are struggling academically? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How often are non-teaching support staff available for students who are struggling academically? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How often are non-teaching support staff available for students who are struggling academically? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How often are non-teaching support staff available for students who are struggling academically? s-sust-q1 t-sust-q4 X Q56 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
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. Facilities & Personnel Learning Resources 3A 3B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Content Specialists & Support Staff Curricular Strength & Variety Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3A-ii 3B-i Students Admin Data Constructed by MCIEA staff TRUE TRUE When you need help learning something, is there an adult at school other than your teacher who can work with you? Percent graduates completing MassCORE (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Percent graduates completing MassCORE (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Percent graduates completing MassCORE (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Percent graduates completing MassCORE (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Percent graduates completing MassCORE (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Percent graduates completing MassCORE (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Percent graduates completing MassCORE (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Percent graduates completing MassCORE (HS only) s-sust-q2 a-curv-i1 X Q57 #N/A 90 percentage 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.6 4.26 4.61
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. Facilities & Personnel Learning Resources 3A 3B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Content Specialists & Support Staff Curricular Strength & Variety Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3A-ii 3B-i Teachers Admin Data Constructed by MCIEA staff TRUE TRUE Overall, how effective is the support students receive from non-teaching staff? Percent juniors and seniors enrolled in one AP (HS only) Overall, how effective is the support students receive from non-teaching staff? Percent juniors and seniors enrolled in one AP (HS only) Overall, how effective is the support students receive from non-teaching staff? Percent juniors and seniors enrolled in one AP (HS only) Overall, how effective is the support students receive from non-teaching staff? Percent juniors and seniors enrolled in one AP (HS only) Overall, how effective is the support students receive from non-teaching staff? Percent juniors and seniors enrolled in one AP (HS only) Overall, how effective is the support students receive from non-teaching staff? Percent juniors and seniors enrolled in one AP (HS only) Overall, how effective is the support students receive from non-teaching staff? Percent juniors and seniors enrolled in one AP (HS only) Overall, how effective is the support students receive from non-teaching staff? Percent juniors and seniors enrolled in one AP (HS only) t-sust-q1 a-curv-i2 X #N/A 30 percentage 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.6 4.26 4.61
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. Facilities & Personnel Learning Resources 3A 3B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Content Specialists & Support Staff Curricular Strength & Variety Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3A-ii 3B-i Teachers Admin Data Constructed by MCIEA staff TRUE TRUE How adequate is the number of non-teaching support staff? Percent AP test takers scoring 3 or higher (HS only) How adequate is the number of non-teaching support staff? Percent AP test takers scoring 3 or higher (HS only) How adequate is the number of non-teaching support staff? Percent AP test takers scoring 3 or higher (HS only) How adequate is the number of non-teaching support staff? Percent AP test takers scoring 3 or higher (HS only) How adequate is the number of non-teaching support staff? Percent AP test takers scoring 3 or higher (HS only) How adequate is the number of non-teaching support staff? Percent AP test takers scoring 3 or higher (HS only) How adequate is the number of non-teaching support staff? Percent AP test takers scoring 3 or higher (HS only) How adequate is the number of non-teaching support staff? Percent AP test takers scoring 3 or higher (HS only) t-sust-q2 a-curv-i3 X #N/A 20 percentage 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.6 4.26 4.61
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. Facilities & Personnel Learning Resources 3A 3B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Content Specialists & Support Staff Curricular Strength & Variety Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3A-ii 3B-i Teachers Admin Data NCES, 2009 TRUE TRUE How often are non-teaching support staff available for students with non-academic issues? Percent students of color completing advanced coursework (HS only) How often are non-teaching support staff available either online or in person for students with non-academic issues? Percent students of color completing advanced coursework (HS only) How often are non-teaching support staff available either online or in person for students with non-academic issues? Percent students of color enrolled in advanced coursework (HS only) How often are non-teaching support staff available either online or in person for students with non-academic issues? Percent students of color enrolled in advanced coursework (HS only) How often are non-teaching support staff available either online or in person for students with non-academic issues? Percent students of color enrolled in advanced coursework (HS only) How often are non-teaching support staff available for students with non-academic issues? Percent students of color enrolled in advanced coursework (HS only) How often are non-teaching support staff available for students with non-academic issues? Percent students of color enrolled in advanced coursework (HS only) How often are non-teaching support staff available for students with non-academic issues? Percent students of color enrolled in advanced coursework (HS only) t-sust-q3 a-curv-i4 X #N/A 36.4 percentage 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.6 4.26 4.61
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. Facilities & Personnel Learning Resources 3A 3B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Content Specialists & Support Staff Curricular Strength & Variety Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3A-ii 3B-i Teachers Admin Data TRUE TRUE How often are non-teaching support staff available for students who are struggling academically? Student to number of courses ratio (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? Student to number of courses ratio (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? Student to number of courses ratio (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? Student to number of courses ratio (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? Student to number of courses ratio (HS only) How often are non-teaching support staff available for students who are struggling academically? Student to number of courses ratio (HS only) How often are non-teaching support staff available for students who are struggling academically? Student to number of courses ratio (HS only) How often are non-teaching support staff available for students who are struggling academically? Student to number of courses ratio (HS only) t-sust-q4 a-curv-i5 X X #N/A 5 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.6 4.26 4.61
143 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i Admin Data Constructed by MCIEA staff TRUE TRUE Percent graduates completing MassCORE (HS only) Student to number of electives ratio (completely free choice) (HS only) Percent graduates completing MassCORE (HS only) Student to number of electives ratio (completely free choice) (HS only) Percent graduates completing MassCORE (HS only) Student to number of electives ratio (completely free choice) (HS only) Percent graduates completing MassCORE (HS only) Student to number of electives ratio (completely free choice) (HS only) Percent graduates completing MassCORE (HS only) Student to number of electives ratio (completely free choice) (HS only) Percent graduates completing MassCORE (HS only) Student to number of electives ratio (completely free choice) (HS only) Percent graduates completing MassCORE (HS only) Student to number of electives ratio (completely free choice) (HS only) Percent graduates completing MassCORE (HS only) Student to number of electives ratio (completely free choice) (HS only) a-curv-i1 a-curv-i6 X X #N/A 90 2 percentage ratio 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
144 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i Admin Data Teachers Constructed by MCIEA staff TRUE TRUE Percent juniors and seniors enrolled in one AP (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) Overall, how rigorous is the curriculum that you are expected to teach? a-curv-i2 t-curv-q1 X #N/A 30 percentage 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.61
145 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i Admin Data Teachers Constructed by MCIEA staff TRUE TRUE Percent AP test takers scoring 3 or higher (HS only) How coherent is the curriculum that you are expected to teach? Percent AP test takers scoring 3 or higher (HS only) How coherent is the curriculum that you are expected to teach? Percent AP test takers scoring 3 or higher (HS only) How coherent is the curriculum that you are expected to teach? Percent AP test takers scoring 3 or higher (HS only) How coherent is the curriculum that you are expected to teach? Percent AP test takers scoring 3 or higher (HS only) How coherent is the curriculum that you are expected to teach? Percent AP test takers scoring 3 or higher (HS only) How coherent is the curriculum that you are expected to teach? Percent AP test takers scoring 3 or higher (HS only) How coherent is the curriculum that you are expected to teach? Percent AP test takers scoring 3 or higher (HS only) How coherent is the curriculum that you are expected to teach? a-curv-i3 t-curv-q2 X #N/A 20 percentage 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.61
146 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i Admin Data Teachers NCES, 2009 TRUE TRUE Percent students of color completing advanced coursework (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent students of color completing advanced coursework (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent students of color enrolled in advanced coursework (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent students of color enrolled in advanced coursework (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent students of color enrolled in advanced coursework (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent students of color enrolled in advanced coursework (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent students of color enrolled in advanced coursework (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent students of color enrolled in advanced coursework (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? a-curv-i4 t-curv-q3 X #N/A 36.4 percentage 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.61
147 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i Admin Data Teachers TRUE TRUE Student to number of courses ratio (HS only) How well-rounded is the curriculum that you and your colleagues teach? Student to number of courses ratio (HS only) How well-rounded is the curriculum that you and your colleagues teach? Student to number of courses ratio (HS only) How well-rounded is the curriculum that you and your colleagues teach? Student to number of courses ratio (HS only) How well-rounded is the curriculum that you and your colleagues teach? Student to number of courses ratio (HS only) How well-rounded is the curriculum that you and your colleagues teach? Student to number of courses ratio (HS only) How well-rounded is the curriculum that you and your colleagues teach? Student to number of courses ratio (HS only) How well-rounded is the curriculum that you and your colleagues teach? Student to number of courses ratio (HS only) How well-rounded is the curriculum that you and your colleagues teach? a-curv-i5 t-curv-q4 X X #N/A 5 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.61
148 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Curricular Strength & Variety Cultural Responsiveness Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-i 3B-ii Admin Data MA DESE, 2019-20, state average TRUE TRUE Student to number of electives ratio (completely free choice) (HS only) Teacher-student parity index: teachers of color/ students of color Student to number of electives ratio (completely free choice) (HS only) Teacher-student parity index: teachers of color/ students of color Student to number of electives ratio (completely free choice) (HS only) Teacher-student parity index: % teachers of color/% students of color Student to number of electives ratio (completely free choice) (HS only) Teacher-student parity index: % teachers of color/% students of color Student to number of electives ratio (completely free choice) (HS only) Teacher-student parity index: % teachers of color/% students of color Student to number of electives ratio (completely free choice) (HS only) Teacher-student parity index: % teachers of color/% students of color Student to number of electives ratio (completely free choice) (HS only) Teacher-student parity index: % teachers of color/% students of color Student to number of electives ratio (completely free choice) (HS only) Teacher-student parity index: % teachers of color/% students of color a-curv-i6 a-cure-i1 X X #N/A 2 0.26 ratio 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
149 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Curricular Strength & Variety Cultural Responsiveness Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-i 3B-ii Teachers Students TRUE TRUE Overall, how rigorous is the curriculum that you are expected to teach? In your classes, how often do you see people like you represented in what you study? Overall, how rigorous is the curriculum that you are expected to teach? In your classes, how often do you see people like you represented in what you study? Overall, how rigorous is the curriculum that you are expected to teach? In your classes, how often do you see people like you represented in what you study? Overall, how rigorous is the curriculum that you are expected to teach? In your classes, how often do you see people like you represented in what you study? Overall, how rigorous is the curriculum that you are expected to teach? In your classes, how often do you see people like you represented in what you study? Overall, how rigorous is the curriculum that you are expected to teach? In your classes, how often do you see people like you represented in what you study? Overall, how rigorous is the curriculum that you are expected to teach? In your classes, how often do you see people like you represented in what you study? Overall, how rigorous is the curriculum that you are expected to teach? Not in the 16-17 Surveys t-curv-q1 s-cure-q1 #N/A Q129 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
150 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Curricular Strength & Variety Cultural Responsiveness Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-i 3B-ii Teachers Students TRUE TRUE How coherent is the curriculum that you are expected to teach? In your classes, how often do you see many different kinds of people represented in what you study? How coherent is the curriculum that you are expected to teach? In your classes, how often do you see many different kinds of people represented in what you study? How coherent is the curriculum that you are expected to teach? In your classes, how often do you see many different kinds of people represented in what you study? How coherent is the curriculum that you are expected to teach? In your classes, how often do you see many different kinds of people represented in what you study? How coherent is the curriculum that you are expected to teach? In your classes, how often do you see many different kinds of people represented in what you study? How coherent is the curriculum that you are expected to teach? In your classes, how often do you see many different kinds of people represented in what you study? How coherent is the curriculum that you are expected to teach? In your classes, how often do you see many different kinds of people represented in what you study? How coherent is the curriculum that you are expected to teach? Not in the 16-17 Surveys t-curv-q2 s-cure-q2 #N/A Q130 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
151 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Curricular Strength & Variety Cultural Responsiveness Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-i 3B-ii Teachers Students TRUE TRUE If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How valued do you think all students' home cultures and languages are in the school curriculum? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How valued do you think all students' home cultures and languages are in the school curriculum? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How valued do you think all students' home cultures and languages are in the school curriculum? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How valued do you think all students' home cultures and languages are in the school curriculum? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How valued do you think all students' home cultures and languages are in the school curriculum? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How valued do you think all students' home cultures and languages are in the school curriculum? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How valued do you think all students' home cultures and languages are in the school curriculum? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Not in the 16-17 Surveys t-curv-q3 s-cure-q3 #N/A Q131 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
152 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Curricular Strength & Variety Cultural Responsiveness Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-i 3B-ii Teachers Students TRUE TRUE How well-rounded is the curriculum that you and your colleagues teach? How valued do you think your home culture and language are in the school curriculum? How well-rounded is the curriculum that you and your colleagues teach? How valued do you think your home culture and language are in the school curriculum? How well-rounded is the curriculum that you and your colleagues teach? How valued do you think your home culture and language are in the school curriculum? How well-rounded is the curriculum that you and your colleagues teach? How valued do you think your home culture and language are in the school curriculum? How well-rounded is the curriculum that you and your colleagues teach? How valued do you think your home culture and language are in the school curriculum? How well-rounded is the curriculum that you and your colleagues teach? How valued do you think your home culture and language are in the school curriculum? How well-rounded is the curriculum that you and your colleagues teach? How valued do you think your home culture and language are in the school curriculum? How well-rounded is the curriculum that you and your colleagues teach? Not in the 16-17 Surveys t-curv-q4 s-cure-q4 X #N/A Q132 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
153 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii Admin Data Teachers MA DESE, 2019-20, state average TRUE TRUE Teacher-student parity index: teachers of color/ students of color How able are you to integrate material from different cultures into your instruction? Teacher-student parity index: teachers of color/ students of color How able are you to integrate material from different cultures into your instruction either online or in person?' Teacher-student parity index: % teachers of color/% students of color How able are you to integrate material from different cultures into your instruction either online or in person?' Teacher-student parity index: % teachers of color/% students of color How able are you to integrate material from different cultures into your instruction either online or in person?' Teacher-student parity index: % teachers of color/% students of color How able are you to integrate material from different cultures into your instruction either online or in person?' Teacher-student parity index: % teachers of color/% students of color How able are you to integrate material from different cultures into your instruction either online or in person?' Teacher-student parity index: % teachers of color/% students of color How able are you to integrate material from different cultures into your instruction either online or in person?' Teacher-student parity index: % teachers of color/% students of color How able are you to integrate material from different cultures into your instruction either online or in person?' a-cure-i1 t-cure-q1 #N/A 0.26 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.61
154 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii Students Teachers TRUE TRUE In your classes, how often do you see people like you represented in what you study? How often do you integrate culturally diverse content into your teaching? In your classes, how often do you see people like you represented in what you study? How often do you integrate culturally diverse content into your teaching? In your classes, how often do you see people like you represented in what you study? How often do you integrate culturally diverse content into your teaching? In your classes, how often do you see people like you represented in what you study? How often do you integrate culturally diverse content into your teaching? In your classes, how often do you see people like you represented in what you study? How often do you integrate culturally diverse content into your teaching? In your classes, how often do you see people like you represented in what you study? How often do you integrate culturally diverse content into your teaching? In your classes, how often do you see people like you represented in what you study? How often do you integrate culturally diverse content into your teaching? Not in the 16-17 Surveys How often do you integrate culturally diverse content into your teaching? s-cure-q1 t-cure-q2 Q129 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
155 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii Students Teachers TRUE TRUE In your classes, how often do you see many different kinds of people represented in what you study? How often do you use teaching strategies to facilitate learning among culturally diverse students? In your classes, how often do you see many different kinds of people represented in what you study? How often do you use teaching strategies to facilitate learning among culturally diverse students? In your classes, how often do you see many different kinds of people represented in what you study? How often do you use teaching strategies to facilitate learning among culturally diverse students? In your classes, how often do you see many different kinds of people represented in what you study? How often do you use teaching strategies to facilitate learning among culturally diverse students? In your classes, how often do you see many different kinds of people represented in what you study? How often do you use teaching strategies to facilitate learning among culturally diverse students? In your classes, how often do you see many different kinds of people represented in what you study? How often do you use teaching strategies to facilitate learning among culturally diverse students? In your classes, how often do you see many different kinds of people represented in what you study? How often do you use teaching strategies to facilitate learning among culturally diverse students? Not in the 16-17 Surveys How often do you use teaching strategies to facilitate learning among culturally diverse students? s-cure-q2 t-cure-q3 Q130 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
156 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii Students Teachers TRUE TRUE How valued do you think all students' home cultures and languages are in the school curriculum? How motivated are you to integrate culturally diverse content in your classroom? How valued do you think all students' home cultures and languages are in the school curriculum? How motivated are you to integrate culturally diverse content in your classroom? How valued do you think all students' home cultures and languages are in the school curriculum? How motivated are you to integrate culturally diverse content in your classroom? How valued do you think all students' home cultures and languages are in the school curriculum? How motivated are you to integrate culturally diverse content in your classroom? How valued do you think all students' home cultures and languages are in the school curriculum? How motivated are you to integrate culturally diverse content in your classroom? How valued do you think all students' home cultures and languages are in the school curriculum? How motivated are you to integrate culturally diverse content in your classroom? How valued do you think all students' home cultures and languages are in the school curriculum? How motivated are you to integrate culturally diverse content in your classroom? Not in the 16-17 Surveys How motivated are you to integrate culturally diverse content in your classroom? s-cure-q3 t-cure-q4 Q131 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
157 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Cultural Responsiveness Co-Curricular Activities Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). 3B-ii 3B-iii Students Admin Data Census TRUE TRUE How valued do you think your home culture and language are in the school curriculum? Student to co-curricular activities ratio (HS only) How valued do you think your home culture and language are in the school curriculum? Student to co-curricular activities ratio (HS only) How valued do you think your home culture and language are in the school curriculum? Student to co-curricular activities ratio (HS only) How valued do you think your home culture and language are in the school curriculum? Student to co-curricular activities ratio (HS only) How valued do you think your home culture and language are in the school curriculum? Student to co-curricular activities ratio (HS only) How valued do you think your home culture and language are in the school curriculum? Student to co-curricular activities ratio (HS only) How valued do you think your home culture and language are in the school curriculum? Student to co-curricular activities ratio (HS only) Not in the 16-17 Surveys Student to co-curricular activities ratio (HS only) s-cure-q4 a-cocu-i1 X X X Q132 #N/A 57 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.61
158 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Community Support 3B 3C Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Cultural Responsiveness Family-School Relationships Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3B-ii 3C-i Teachers TRUE TRUE How able are you to integrate material from different cultures into your instruction? How often do you connect with parents at your school? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you connect with parents at your school? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you connect with parents at your school? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you connect with parents at your school? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you connect with parents at your school? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you connect with parents at your school? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you connect with parents at your school? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you connect with parents at your school? t-cure-q1 t-peng-q1 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 4.41
159 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Community Support 3B 3C Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Cultural Responsiveness Family-School Relationships Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3B-ii 3C-i Teachers TRUE TRUE How often do you integrate culturally diverse content into your teaching? How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? How involved have parents been in fundraising efforts at your school? t-cure-q2 t-peng-q2 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 4.41
160 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Community Support 3B 3C Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Cultural Responsiveness Family-School Relationships Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3B-ii 3C-i Teachers TRUE TRUE How often do you use teaching strategies to facilitate learning among culturally diverse students? How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? How involved have parents been with parent groups at your school? t-cure-q3 t-peng-q3 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 4.41
161 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Community Support 3B 3C Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Cultural Responsiveness Family-School Relationships Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3B-ii 3C-i Teachers TRUE TRUE How motivated are you to integrate culturally diverse content in your classroom? How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? How often does the average parent help out at your school? t-cure-q4 t-peng-q4 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 4.41
162 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Community Support 3B 3C Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Co-Curricular Activities Teacher Communication - Parent Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). Draws on anonymous parent reports about the quality of communication from their child(ren)'s teachers. 3B-iii 3C-i Admin Data Parents Census New scale - teacher communication TRUE TRUE Student to co-curricular activities ratio (HS only) There are adequate opportunities to meet with my child(ren)'s teacher(s), e.g., parent-teacher conferences? 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 p-tcom-q1 X X #N/A Q20 Update survey item ID in qualtrics 57 ratio 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.6 4.4 4.61 4.41
163 Resources Academic Learning 3 4 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Community Support Performance 3C 4A 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 students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Family-School Relationships Performance Growth Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. Includes an asessment of student progression towards key learning goals. 3C-i 4A-ii Teachers No source TRUE FALSE TRUE FALSE How often do you connect with parents at your school? Performance Growth How often do you connect with parents at your school? Performance Growth How often do you connect with parents at your school? Performance Growth How often do you connect with parents at your school? Performance Growth How often do you connect with parents at your school? Performance Growth How often do you connect with parents at your school? Performance Growth How often do you connect with parents at your school? Performance Growth How often do you connect with parents at your school? Performance Growth t-peng-q1 n/a #N/A n/a 2.18 2.98 2.19 2.99 2.69 3.49 2.7 3.5 3.19 3.99 3.2 4 4.4 4.5 4.41 4.51
164 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Family-School Relationships Teacher Communication - Parent Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. Draws on anonymous parent reports about the quality of communication from their child(ren)'s teachers. 3C-i Teachers Parents New scale - teacher communication TRUE TRUE How involved have parents been in fundraising efforts at your school? There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)? 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 p-tcom-q2 #N/A Q20 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
165 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Family-School Relationships Teacher Communication - Parent Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. Draws on anonymous parent reports about the quality of communication from their child(ren)'s teachers. 3C-i Teachers Parents New scale - teacher communication TRUE TRUE How involved have parents been with parent groups at your school? I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to. 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 p-tcom-q3 #N/A Q100 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
166 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Family-School Relationships Community Involvement & External Partners Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-i 3C-ii Teachers TRUE TRUE How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? t-peng-q4 t-ceng-q1 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
167 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Teachers TRUE TRUE How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? t-ceng-q1 t-ceng-q2 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
168 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Teachers TRUE TRUE How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? t-ceng-q2 t-ceng-q3 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
169 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Teachers TRUE TRUE To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? t-ceng-q3 t-ceng-q4 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
170 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners School-Family Communication - Parent Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous parent reports about the quality of school to family communication. 3C-ii Teachers Parents Confirmed by EFA TRUE TRUE Overall, how effectively does this school connect with the community? I know who to contact when I have a school-related question. 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 p-comm-q1 #N/A Q17 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
171 Academic Learning Resources 4 3 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Performance Community Support 4A 3C Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Overall Performance School-Family Communication - Parent 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 parent reports about the quality of school to family communication. 4A-i 3C-ii Admin Data Parents Benchmark is the statewide average 9th grade passing rate in the 21-22 school year confirmed by EFA TRUE TRUE 9th grade passing rate I know how to find important information and news about my child(ren)'s school. 9th grade passing rate Percent students who fail 1 core course (HS only) Percent students who fail 1 core course (HS only) Percent students who fail 1 core course (HS only) Percent students who fail 1 core course (HS only) Percent students who fail 1 core course (HS only) Percent students who fail 1 core course (HS only) a-ovpe-i1 p-comm-q2 X #N/A Q31 Update survey item ID in qualtrics 75.8 percentage 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.5 4.4 4.51 4.41
172 Academic Learning Resources 4 3 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Performance Community Support 4A 3C Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Overall Performance School-Family Communication - Parent 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 parent reports about the quality of school to family communication. 4A-i 3C-ii Admin Data Parents Constructed by MCIEA staff confirmed by EFA TRUE FALSE TRUE In general, when I ask a question, I get a response in a timely fashion. Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) a-ovpe-i2 p-comm-q3 X #N/A Q66 Update survey item ID in qualtrics 1 percentage 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.5 4.4 4.51 4.41
173 Academic Learning Resources 4 3 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Performance Community Support 4A 3C Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Overall Performance School-Family Communication - Parent 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 parent reports about the quality of school to family communication. 4A-i 3C-ii Teachers Parents confirmed by EFA TRUE TRUE Relative to what you know of students this age, how academically able are your students? The current emailed newsletters (from the principal, superintendent, PTO, school counselors, etc.) are effective in sharing information with the community. 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 p-comm-q4 #N/A Q33 Update survey item ID in qualtrics 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 4.41
174 Academic Learning Resources 4 3 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Performance Community Support 4A 3C Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Overall Performance Parents as Valued Community Members - Parent 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 parent reports about the degree to which they feel like valued members of the school community. 4A-i 3C-ii Teachers Parents Confirmed by EFA TRUE TRUE If student work from your classes was compared with work from "average" classes of the same grades/subjects in your state, how do you think an objective observer would rate the work? I feel welcome at my child(ren)'s school, e.g., when I visit for events or drop in to ask a question. 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 p-valm-q1 #N/A Q24 Update survey item ID in qualtrics 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 4.41
175 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. Parents as Valued Community Members - Parent Draws on anonymous parent reports about the degree to which they feel like valued members of the school community. 3C-ii Parents Confirmed by EFA TRUE TRUE I have opportunities to participate in making decisions that affect the school community, e.g., planning a school event, spending PTA funds, reviewing school improvement plans, hiring key school or district leaders. p-valm-q2 Q26 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
176 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. Parents as Valued Community Members - Parent Draws on anonymous parent reports about the degree to which they feel like valued members of the school community. 3C-ii Parents Confirmed by EFA TRUE TRUE I feel comfortable sharing any concerns with the staff at my child(ren)'s school. p-valm-q3 Q25 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
177 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. Parents as Valued Community Members - Parent Draws on anonymous parent reports about the degree to which they feel like valued members of the school community. 3C-ii Parents Confirmed by EFA TRUE TRUE The staff at my child(ren)'s school value me as a partner in my child's learning. p-valm-q4 Q45 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
178 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Admin Data Benchmark is the statewide average 9th grade passing rate in the 21-22 school year TRUE TRUE 9th grade passing rate 9th grade passing rate Percent students who fail 1 core course (HS only) Percent students who fail 1 core course (HS only) Percent students who fail 1 core course (HS only) Percent students who fail 1 core course (HS only) Percent students who fail 1 core course (HS only) Percent students who fail 1 core course (HS only) a-ovpe-i1 X #N/A 75.8 percentage 2.98 2.99 3.49 3.5 3.99 4 4.5 4.51
179 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 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
180 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Problem Solving Skills Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4C-ii No source FALSE FALSE n/a #N/A n/a n/a 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
181 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Teachers TRUE TRUE Relative to what you know of students this age, how academically able are your students? Relative to what you know of students this age, how academically able are your students? Relative to what you know of students this age, how academically able are your students? Relative to what you know of students this age, how much effort did your students put forth in your class this year? Relative to what you know of students this age, how much effort did your students put forth in your class this year? Relative to what you know of students this age, how much effort did your students put forth in your class this year? Relative to what you know of students this age, how much effort did your students put forth in your class this year? Relative to what you know of students this age, how much effort did your students put forth in your class this year? t-sach-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
182 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Teachers TRUE TRUE If student work from your classes was compared with work from "average" classes of the same grades/subjects in your state, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? t-sach-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
183 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Teachers TRUE TRUE If an observer sat in on one of your classes for a week, how would she or he rate your students? If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? If an observer sat in on one of your classes for a week, how would she or he rate your students? If an observer sat in on one of your classes for a week, how would she or he rate your students? If an observer sat in on one of your classes for a week, how would she or he rate your students? t-sach-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
184 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 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. Student Academic Progress - Parent Draws on anonymous parent reports about academic progress of students. 4A-i Parents Confirmed by EFA TRUE TRUE My child(ren) are learning at school. p-acpr-q1 Q35 Update survey item ID in qualtrics 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
185 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 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. Student Academic Progress - Parent Draws on anonymous parent reports about academic progress of students. 4A-i Parents Confirmed by EFA TRUE TRUE My child(ren) are learning skills they will need later in life. p-acpr-q2 Q36 Update survey item ID in qualtrics 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
186 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem 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. Student Academic Progress - Parent Draws on anonymous parent reports about academic progress of students. 4A-i Parents Confirmed by EFA TRUE TRUE My child(ren) are engaged in challenging academic work on a regular basis in school. p-acpr-q3 Q38 Update survey item ID in qualtrics 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
187 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem 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. Student Academic Progress - Parent Draws on anonymous parent reports about academic progress of students. 4A-i Parents Confirmed by EFA TRUE TRUE My child(ren) are excited to engage in activities and learning at school. p-acpr-q4 Q103 Update survey item ID in qualtrics 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
188 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students TRUE TRUE How excited are you about going to this class? How excited are you about going to this class? How excited are you about going to this class? How excited are you about going to this class? How excited are you about going to this class? How excited are you about going to this class? How excited are you about going to this class? How excited are you about going to this class? s-sten-q1 Q27 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
189 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students TRUE TRUE Overall, how interested are you in this class? Overall, how interested are you in this class? Overall, how interested are you in this class? Overall, how interested are you in this class? Overall, how interested are you in this class? Overall, how interested are you in this class? Overall, how interested are you in this class? Overall, how interested are you in this class? s-sten-q2 X Q28 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
190 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students TRUE TRUE How often do you get so focused on class activities that you lose track of time? How often do you get so focused on class activities that you lose track of time? How often do you get so focused on class activities that you lose track of time? How often do you get so focused on class activities that you lose track of time? How often do you get so focused on class activities that you lose track of time? How often do you get so focused on class activities that you lose track of time? How often do you get so focused on class activities that you lose track of time? How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE) s-sten-q3 Q29 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
191 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE The school day goes by fast. The school day goes by fast. s-sten-es1 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es1
192 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE I like my class. I like my class. s-sten-es2 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es2
193 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE I am excited to come to school. I am excited to come to school. s-sten-es3 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es3
194 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE I get to learn about things that I am interested in at my school. I get to learn about things that I am interested in at my school. s-sten-es4 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es4
195 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE Most of the time, I am excited about learning. Most of the time, I am excited about learning. s-sten-es5 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es5
196 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE There are times when I have choices about what I learn. There are times when I have choices about what I learn. s-sten-es6 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es6
197 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE There are times when I get to share my ideas with my classmates. There are times when I get to share my ideas with my classmates. s-sten-es7 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es7
198 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Degree Completion Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4B-ii Admin Data MA DESE, 2019-20 TRUE TRUE 4-year on-time graduation rate (HS only) 4-year on-time graduation rate (HS only) 4-year on-time graduation rate (HS only) 4-year on-time graduation rate (HS only) 4-year on-time graduation rate (HS only) 4-year on-time graduation rate (HS only) 4-year on-time graduation rate (HS only) 4-year on-time graduation rate (HS only) a-degr-i1 X #N/A 80 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
199 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Degree Completion Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4B-ii Admin Data NCES, 2016 TRUE TRUE Percent students retained in a grade Percent students retained in a grade Percent students retained in a grade Percent students retained in a grade Percent students retained in a grade Percent students retained in a grade Percent students retained in a grade Percent students retained in a grade a-degr-i2 X #N/A 2 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
200 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance Student Commitment To Learning 4A 4B Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Overall Performance Degree Completion 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 the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4A-i 4B-ii Teachers Admin Data MA DESE, 2019-20 TRUE TRUE If an observer sat in on one of your classes for a week, how would she or he rate your students? 5-year graduation rate (HS only) 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? 5-year graduation rate (HS only) 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? 5-year graduation rate (HS only) 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? 5-year graduation rate (HS only) 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? 5-year graduation rate (HS only) If an observer sat in on one of your classes for a week, how would she or he rate your students? 5-year graduation rate (HS only) If an observer sat in on one of your classes for a week, how would she or he rate your students? 5-year graduation rate (HS only) If an observer sat in on one of your classes for a week, how would she or he rate your students? 5-year graduation rate (HS only) t-sach-q3 a-degr-i3 X #N/A 85 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.4 4.51 4.41
201 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance Critical Thinking 4A 4C 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 whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Performance Growth Problem Solving Emphasis Includes an asessment of student progression towards key learning goals. 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. 4A-ii 4C-i No source Teachers FALSE TRUE FALSE TRUE Performance Growth How often do students at your school come up with their own interpretations of material? Performance Growth How often do students at your school come up with their own interpretations of material? Performance Growth How often do students at your school come up with their own interpretations of material? Performance Growth How often do students at your school come up with their own interpretations of material? Performance Growth How often do students at your school come up with their own interpretations of material? Performance Growth How often do students at your school come up with their own interpretations of material? Performance Growth How often do students at your school come up with their own interpretations of material? Performance Growth How often do students at your school come up with their own interpretations of material? n/a t-psol-q1 #N/A n/a 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.5 4.4 4.51 4.41
202 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning Critical Thinking 4B 4C Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Engagement In School Problem Solving Emphasis Draws on anonymous student reports about their level of focus, participation, and interest in class. 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. 4B-i 4C-i Students Teachers TRUE TRUE How excited are you about going to this class? How often do students apply ideas they have learned to new situations? How excited are you about going to this class? How often do students apply ideas they have learned to new situations? How excited are you about going to this class? How often do students apply ideas they have learned to new situations? How excited are you about going to this class? How often do students apply ideas they have learned to new situations? How excited are you about going to this class? How often do students apply ideas they have learned to new situations? How excited are you about going to this class? How often do students apply ideas they have learned to new situations? How excited are you about going to this class? How often do students apply ideas they have learned to new situations? How excited are you about going to this class? How often do students apply ideas they have learned to new situations? s-sten-q1 t-psol-q2 Q27 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
203 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning Critical Thinking 4B 4C Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Engagement In School Problem Solving Emphasis Draws on anonymous student reports about their level of focus, participation, and interest in class. 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. 4B-i 4C-i Students Teachers TRUE TRUE Overall, how interested are you in this class? How often do students collaborate in class to solve complex problems? Overall, how interested are you in this class? How often do students collaborate in class to solve complex problems either online or in person? Overall, how interested are you in this class? How often do students collaborate in class to solve complex problems either online or in person? Overall, how interested are you in this class? How often do students collaborate in class to solve complex problems either online or in person? Overall, how interested are you in this class? How often do students collaborate in class to solve complex problems either online or in person? Overall, how interested are you in this class? How often do students collaborate in class to solve complex problems? Overall, how interested are you in this class? How often do students collaborate in class to solve complex problems? Overall, how interested are you in this class? How often do students collaborate in class to solve complex problems? s-sten-q2 t-psol-q3 X Q28 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
204 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem 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 College & Career Readiness 4B 4D Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Engagement In School College & Career Placement Draws on anonymous student reports about their level of focus, participation, and interest in class. Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation. 4B-i 4D-i Students Admin Data NCES, 2016 TRUE TRUE How often do you get so focused on class activities that you lose track of time? Placement in college or career (HS only) How often do you get so focused on class activities that you lose track of time? Placement in college or career (HS only) How often do you get so focused on class activities that you lose track of time? College enrollment rate (HS only) How often do you get so focused on class activities that you lose track of time? College enrollment rate (HS only) How often do you get so focused on class activities that you lose track of time? College enrollment rate (HS only) How often do you get so focused on class activities that you lose track of time? College enrollment rate (HS only) How often do you get so focused on class activities that you lose track of time? College enrollment rate (HS only) How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE) College enrollment rate (HS only) s-sten-q3 a-cgpr-i1 X Q29 #N/A 65.6 percentage 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41
205 Perceptions of Learning Academic Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning College & Career Readiness 4B 4D Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Engagement In School Career Preparation Draws on anonymous student reports about their level of focus, participation, and interest in class. Tracks student access to career technical education courses. 4B-i 4D-ii Students Admin Data Constructed by MCIEA staff FALSE TRUE TRUE FALSE The school day goes by fast. The school day goes by fast. 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) s-sten-es1 a-cppm-i1 X #N/A 85 percentage 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41 s-sten-es1
206 Perceptions of Learning Academic Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning College & Career Readiness 4B 4D Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Engagement In School Career Preparation Draws on anonymous student reports about their level of focus, participation, and interest in class. Tracks student access to career technical education courses. 4B-i 4D-ii Students Admin Data FALSE TRUE TRUE I like my class. Student to career-technical education courses (HS only) I like my class. 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) s-sten-es2 a-cppm-i2 X X #N/A 5 ratio 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41 s-sten-es2
207 Perceptions of Learning Community & Wellbeing 4 5 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Civic Engagement 4B 5A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Engagement In School Appreciation For Diversity Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 4B-i 5A-i Students FALSE TRUE TRUE I am excited to come to school. How often do you try to think of more than one explanation for why someone else acted as they did? I am excited to come to school. 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-sten-es3 s-sper-q1 Q59 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.41 s-sten-es3
208 Perceptions of Learning Community & Wellbeing 4 5 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Civic Engagement 4B 5A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Engagement In School Appreciation For Diversity Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 4B-i 5A-i Students FALSE TRUE TRUE I get to learn about things that I am interested in at my school. Overall, how often do you try to understand the point of view of other people? I get to learn about things that I am interested in at my school. 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-sten-es4 s-sper-q2 Q60 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.41 s-sten-es4
209 Perceptions of Learning Community & Wellbeing 4 5 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Civic Engagement 4B 5A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Engagement In School Appreciation For Diversity Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 4B-i 5A-i Students FALSE TRUE TRUE Most of the time, I am excited about learning. How often do you try to figure out what motivates others to behave as they do? Most of the time, I am excited about learning. 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-sten-es5 s-sper-q3 Q61 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.41 s-sten-es5
210 Perceptions of Learning Community & Wellbeing 4 5 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Civic Engagement 4B 5A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Engagement In School Appreciation For Diversity Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 4B-i 5A-i Students FALSE TRUE TRUE There are times when I have choices about what I learn. In general, how often do you try to understand how other people see things? There are times when I have choices about what I learn. 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-sten-es6 s-sper-q4 X Q62 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.41 s-sten-es6
211 Perceptions of Learning Community & Wellbeing 4 5 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Civic Engagement 4B 5A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Engagement In School Civic Participation Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student reports about their commitment to social awareness and community improvement. 4B-i 5A-ii Students FALSE TRUE TRUE There are times when I get to share my ideas with my classmates. How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? There are times when I get to share my ideas with my classmates. 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-sten-es7 s-civp-q1 Q30 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.41 s-sten-es7
212 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Civic Engagement 4B 5A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Degree Completion Civic Participation Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student reports about their commitment to social awareness and community improvement. 4B-ii 5A-ii Admin Data Students MA DESE, 2019-20 TRUE TRUE 4-year on-time graduation rate (HS only) How important is it to you to get involved in improving your community? 4-year on-time graduation rate (HS only) How important is it to you to get involved in improving your community? 4-year on-time graduation rate (HS only) How important is it to you to get involved in improving your community? 4-year on-time graduation rate (HS only) How important is it to you to get involved in improving your community? 4-year on-time graduation rate (HS only) How important is it to you to get involved in improving your community? 4-year on-time graduation rate (HS only) How important is it to you to get involved in improving your community? 4-year on-time graduation rate (HS only) How important is it to you to get involved in improving your community? 4-year on-time graduation rate (HS only) How important is it to you to get involved in improving your community? a-degr-i1 s-civp-q2 X #N/A Q31 80 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.4 4.41
213 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Civic Engagement 4B 5A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Degree Completion Civic Participation Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student reports about their commitment to social awareness and community improvement. 4B-ii 5A-ii Admin Data Students NCES, 2016 TRUE TRUE Percent students retained in a grade How important is it to you to actively challenge inequalities in society? Percent students retained in a grade How important is it to you to actively challenge inequalities in society? Percent students retained in a grade How important is it to you to actively challenge inequalities in society? Percent students retained in a grade How important is it to you to actively challenge inequalities in society? Percent students retained in a grade How important is it to you to actively challenge inequalities in society? Percent students retained in a grade How important is it to you to actively challenge inequalities in society? Percent students retained in a grade How important is it to you to actively challenge inequalities in society? Percent students retained in a grade How important is it to you to actively challenge inequalities in society? a-degr-i2 s-civp-q3 X #N/A Q32 2 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.4 4.41
214 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Civic Engagement 4B 5A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Degree Completion Civic Participation Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student reports about their commitment to social awareness and community improvement. 4B-ii 5A-ii Admin Data Students MA DESE, 2019-20 TRUE TRUE 5-year graduation rate (HS only) How important is it to you to take action when something in society needs changing? 5-year graduation rate (HS only) How important is it to you to take action when something in society needs changing? 5-year graduation rate (HS only) How important is it to you to take action when something in society needs changing? 5-year graduation rate (HS only) How important is it to you to take action when something in society needs changing? 5-year graduation rate (HS only) How important is it to you to take action when something in society needs changing? 5-year graduation rate (HS only) How important is it to you to take action when something in society needs changing? 5-year graduation rate (HS only) How important is it to you to take action when something in society needs changing? 5-year graduation rate (HS only) How important is it to you to take action when something in society needs changing? a-degr-i3 s-civp-q4 X X #N/A Q33 85 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.4 4.41
215 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Critical Thinking Work Ethic 4C 5B Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Problem Solving Emphasis Perseverance & Determination Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 4C-i 5B-i Teachers Students TRUE TRUE How often do students at your school come up with their own interpretations of material? If you face a problem while working towards an important goal, how well can you keep working? How often do students at your school come up with their own interpretations of material? If you face a problem while working towards an important goal, how well can you keep working? How often do students at your school come up with their own interpretations of material? If you face a problem while working towards an important goal, how well can you keep working? How often do students at your school come up with their own interpretations of material? If you face a problem while working towards an important goal, how well can you keep working? How often do students at your school come up with their own interpretations of material? If you face a problem while working towards an important goal, how well can you keep working? How often do students at your school come up with their own interpretations of material? If you face a problem while working towards an important goal, how well can you keep working? How often do students at your school come up with their own interpretations of material? If you face a problem while working towards an important goal, how well can you keep working? How often do students at your school come up with their own interpretations of material? If you face a problem while working towards an important goal, how well can you keep working? t-psol-q1 s-grit-q1 X #N/A Q63 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.3 4.41 4.31
216 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Critical Thinking Work Ethic 4C 5B Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Problem Solving Emphasis Perseverance & Determination Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 4C-i 5B-i Teachers Students TRUE TRUE How often do students apply ideas they have learned to new situations? How important is it to you to finish things you start? How often do students apply ideas they have learned to new situations? How important is it to you to finish things you start? How often do students apply ideas they have learned to new situations? How important is it to you to finish things you start? How often do students apply ideas they have learned to new situations? How important is it to you to finish things you start? How often do students apply ideas they have learned to new situations? How important is it to you to finish things you start? How often do students apply ideas they have learned to new situations? How important is it to you to finish things you start? How often do students apply ideas they have learned to new situations? How important is it to you to finish things you start? How often do students apply ideas they have learned to new situations? How important is it to you to finish things you start? t-psol-q2 s-grit-q2 #N/A Q64 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.3 4.41 4.31
217 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Critical Thinking Work Ethic 4C 5B Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Problem Solving Emphasis Perseverance & Determination Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 4C-i 5B-i Teachers Students TRUE TRUE How often do students collaborate in class to solve complex problems? How confident are you that you can remain focused on what you are doing, even when there are distractions? How often do students collaborate in class to solve complex problems either online or in person? How confident are you that you can remain focused on what you are doing, even when there are distractions? How often do students collaborate in class to solve complex problems either online or in person? How confident are you that you can remain focused on what you are doing, even when there are distractions? How often do students collaborate in class to solve complex problems either online or in person? How confident are you that you can remain focused on what you are doing, even when there are distractions? How often do students collaborate in class to solve complex problems either online or in person? How confident are you that you can remain focused on what you are doing, even when there are distractions? How often do students collaborate in class to solve complex problems? How confident are you that you can remain focused on what you are doing, even when there are distractions? How often do students collaborate in class to solve complex problems? How confident are you that you can remain focused on what you are doing, even when there are distractions? How often do students collaborate in class to solve complex problems? How confident are you that you can remain focused on what you are doing, even when there are distractions? t-psol-q3 s-grit-q3 #N/A Q65 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.3 4.41 4.31
218 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Critical Thinking Work Ethic 4C 5B Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Problem Solving Skills Perseverance & Determination Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 4C-ii 5B-i No source Students FALSE TRUE FALSE TRUE If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? n/a s-grit-q4 #N/A Q66 n/a n/a 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.3 4.41 4.31
219 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. College & Career Readiness Work Ethic 4D 5B Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. College & Career Placement Growth Mindset Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation. 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. 4D-i 5B-ii Admin Data Students NCES, 2016 TRUE TRUE Placement in college or career (HS only) How much do you think you can change your own intelligence? Placement in college or career (HS only) How much do you think you can change your own intelligence? College enrollment rate (HS only) How much do you think you can change your own intelligence? College enrollment rate (HS only) How much do you think you can change your own intelligence? College enrollment rate (HS only) How much do you think you can change your own intelligence? College enrollment rate (HS only) How much do you think you can change your own intelligence? College enrollment rate (HS only) How much do you think you can change your own intelligence? College enrollment rate (HS only) Not in the 16-17 Surveys a-cgpr-i1 s-grmi-q1 X #N/A Q34 65.6 percentage 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.3 4.41 4.31
220 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. College & Career Readiness Work Ethic 4D 5B Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Career Preparation Growth Mindset Tracks student access to career technical education courses. 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. 4D-ii 5B-ii Admin Data Students Constructed by MCIEA staff TRUE FALSE 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? Percent positive work placement (HS only) How much do you think that being bad at math is something someone can change? Percent positive work placement (HS only) How much do you think that being bad at math is something someone can change? Percent positive work placement (HS only) How much do you think that being bad at math is something someone can change? Percent positive work placement (HS only) How much do you think that being bad at math is something someone can change? Percent positive work placement (HS only) How much do you think that being bad at math is something someone can change? Percent positive work placement (HS only) Not in the 16-17 Surveys a-cppm-i1 s-grmi-q2 X X #N/A Q35 85 percentage 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.3 4.41 4.31
221 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. College & Career Readiness Work Ethic 4D 5B Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Career Preparation Growth Mindset Tracks student access to career technical education courses. 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. 4D-ii 5B-ii Admin Data Students TRUE TRUE Student to career-technical education courses (HS only) How much do you think that struggling as a writer is something someone can change? Student to career-technical education courses (HS only) How much do you think that struggling as a writer is something someone can change? Student to career-technical education courses (HS only) How much do you think that struggling as a writer is something someone can change? Student to career-technical education courses (HS only) How much do you think that struggling as a writer is something someone can change? Student to career-technical education courses (HS only) How much do you think that struggling as a writer is something someone can change? Student to career-technical education courses (HS only) How much do you think that struggling as a writer is something someone can change? Student to career-technical education courses (HS only) How much do you think that struggling as a writer is something someone can change? Student to career-technical education courses (HS only) Not in the 16-17 Surveys a-cppm-i2 s-grmi-q3 X X #N/A Q127 5 ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.3 4.41 4.31
222 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement Work Ethic 5A 5B Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Appreciation For Diversity Growth Mindset Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 5A-i 5B-ii Students TRUE TRUE How often do you try to think of more than one explanation for why someone else acted as they did? How much do you think that intelligence is something that can be changed? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you think that intelligence is something that can be changed? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you think that intelligence is something that can be changed? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you think that intelligence is something that can be changed? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you think that intelligence is something that can be changed? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE) How often do you try to think of more than one explanation for why someone else acted as they did? How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE) How often do you try to think of more than one explanation for why someone else acted as they did? Not in the 16-17 Surveys s-sper-q1 s-grmi-q4 Q59 Q36 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31
223 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement Creative & Performing Arts 5A 5C Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Appreciation For Diversity Participation In Creative & Performing Arts Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 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. 5A-i 5C-i Students Admin Data TRUE TRUE Overall, how often do you try to understand the point of view of other people? Percent of students enrolled in at least 1 arts course Overall, how often do you try to understand the point of view of other people? Percent of students enrolled in at least 1 arts course Overall, how often do you try to understand the point of view of other people? Hours of arts instruction per student per week Overall, how often do you try to understand the point of view of other people? Hours of arts instruction per student per week Overall, how often do you try to understand the point of view of other people? Hours of arts instruction per student per week Overall, how often do you try to understand the point of view of other people? Hours of arts instruction per student per week Overall, how often do you try to understand the point of view of other people? Hours of arts instruction per student per week Overall, how often do you try to understand the point of view of other people? Hours of arts instruction per student per week s-sper-q2 a-picp-i1 Q60 #N/A 77.5 (statewide average in the 22-23 school year) number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.4 4.3 4.41 4.31
224 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement Creative & Performing Arts 5A 5C Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Appreciation For Diversity Participation In Creative & Performing Arts Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 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. 5A-i 5C-i Students TRUE TRUE How often do you try to figure out what motivates others to behave as they do? In a typical week, how much time do you spend in creative arts instruction or activities? How often do you try to figure out what motivates others to behave as they do? In a typical week, how much time do you spend in creative arts instruction or activities? How often do you try to figure out what motivates others to behave as they do? In a typical week, how much time do you spend in creative arts instruction or activities? How often do you try to figure out what motivates others to behave as they do? In a typical week, how much time do you spend in creative arts instruction or activities? How often do you try to figure out what motivates others to behave as they do? In a typical week, how much time do you spend in creative arts instruction or activities? How often do you try to figure out what motivates others to behave as they do? In a typical week, how much time do you spend in creative arts instruction or activities? How often do you try to figure out what motivates others to behave as they do? In a typical week, how much time do you spend in creative arts instruction or activities? How often do you try to figure out what motivates others to behave as they do? In a typical week, how much time do you spend in creative arts instruction or activities? s-sper-q3 s-expa-q1 X Q61 Q68 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31
225 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement Creative & Performing Arts 5A 5C Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Appreciation For Diversity Participation In Creative & Performing Arts Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 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. 5A-i 5C-i Students Teachers TRUE TRUE In general, how often do you try to understand how other people see things? 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 general, how often do you try to understand how other people see things? 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 general, how often do you try to understand how other people see things? 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 general, how often do you try to understand how other people see things? 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 general, how often do you try to understand how other people see things? 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 general, how often do you try to understand how other people see things? 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 general, how often do you try to understand how other people see things? 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 general, how often do you try to understand how other people see things? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? s-sper-q4 t-expa-q2 X Q62 #N/A 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31
226 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement Creative & Performing Arts 5A 5C Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Civic Participation Participation In Creative & Performing Arts Draws on anonymous student reports about their commitment to social awareness and community improvement. 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. 5A-ii 5C-i Students Teachers TRUE TRUE How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? s-civp-q1 t-expa-q3 Q30 #N/A 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31
227 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement Creative & Performing Arts 5A 5C Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Civic Participation Valuing Creative & Performing Arts Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous student reports about their interest in creative or performing arts. 5A-ii 5C-ii Students TRUE TRUE How important is it to you to get involved in improving your community? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How important is it to you to get involved in improving your community? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How important is it to you to get involved in improving your community? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How important is it to you to get involved in improving your community? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How important is it to you to get involved in improving your community? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How important is it to you to get involved in improving your community? If your friends or family wanted to go to an art museum, how interested would you be in going? How important is it to you to get involved in improving your community? If your friends or family wanted to go to an art museum, how interested would you be in going? How important is it to you to get involved in improving your community? If your friends or family wanted to go to an art museum, how interested would you be in going? s-civp-q2 s-appa-q1 X Q31 Q37 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31
228 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement Creative & Performing Arts 5A 5C Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Civic Participation Valuing Creative & Performing Arts Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous student reports about their interest in creative or performing arts. 5A-ii 5C-ii Students TRUE TRUE How important is it to you to actively challenge inequalities in society? If your friends or family wanted to go to hear people play music, how interested would you be in going? How important is it to you to actively challenge inequalities in society? If your friends or family wanted to go to hear people play music, how interested would you be in going? How important is it to you to actively challenge inequalities in society? If your friends or family wanted to go to hear people play music, how interested would you be in going? How important is it to you to actively challenge inequalities in society? If your friends or family wanted to go to hear people play music, how interested would you be in going? How important is it to you to actively challenge inequalities in society? If your friends or family wanted to go to hear people play music, how interested would you be in going? How important is it to you to actively challenge inequalities in society? If your friends or family wanted to go to hear people play music, how interested would you be in going? How important is it to you to actively challenge inequalities in society? If your friends or family wanted to go to hear people play music, how interested would you be in going? How important is it to you to actively challenge inequalities in society? 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-civp-q3 s-appa-q2 Q32 Q38 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31
229 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement Creative & Performing Arts 5A 5C Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Civic Participation Valuing Creative & Performing Arts Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous student reports about their interest in creative or performing arts. 5A-ii 5C-ii Students TRUE TRUE How important is it to you to take action when something in society needs changing? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How important is it to you to take action when something in society needs changing? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How important is it to you to take action when something in society needs changing? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How important is it to you to take action when something in society needs changing? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How important is it to you to take action when something in society needs changing? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How important is it to you to take action when something in society needs changing? If your friends or family wanted to go to a play, how interested would you be in going? How important is it to you to take action when something in society needs changing? If your friends or family wanted to go to a play, how interested would you be in going? How important is it to you to take action when something in society needs changing? If your friends or family wanted to go to a play, how interested would you be in going? s-civp-q4 s-appa-q3 X Q33 Q39 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31
230 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Health 5B 5D Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Perseverance & Determination Social & Emotional Health Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5B-i 5D-i Students TRUE TRUE If you face a problem while working towards an important goal, how well can you keep working? On a typical day in school, how stressed do you feel about your schoolwork? If you face a problem while working towards an important goal, how well can you keep working? On a typical day in school, how stressed do you feel about your schoolwork? If you face a problem while working towards an important goal, how well can you keep working? On a typical day in school, how stressed do you feel about your schoolwork? If you face a problem while working towards an important goal, how well can you keep working? On a typical day in school, how stressed do you feel about your schoolwork? If you face a problem while working towards an important goal, how well can you keep working? On a typical day in school, how stressed do you feel about your schoolwork? If you face a problem while working towards an important goal, how well can you keep working? On a typical day in school, how stressed do you feel about your schoolwork? If you face a problem while working towards an important goal, how well can you keep working? How much does your school work make you feel stressed? If you face a problem while working towards an important goal, how well can you keep working? Not in the 16-17 Surveys s-grit-q1 s-acst-q1 X X Q63 Q135 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
231 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Health 5B 5D Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Perseverance & Determination Social & Emotional Health Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5B-i 5D-i Students TRUE TRUE How important is it to you to finish things you start? When you take a test, how much do you worry about doing well? How important is it to you to finish things you start? When you take a test, how much do you worry about doing well? How important is it to you to finish things you start? When you take a test, how much do you worry about doing well? How important is it to you to finish things you start? When you take a test, how much do you worry about doing well? How important is it to you to finish things you start? When you take a test, how much do you worry about doing well? How important is it to you to finish things you start? When you take a test, how much do you worry about doing well? How important is it to you to finish things you start? When you take a test, how nervous do you feel about doing well? How important is it to you to finish things you start? Not in the 16-17 Surveys s-grit-q2 s-acst-q2 X X Q64 Q136 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
232 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Health 5B 5D Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Perseverance & Determination Social & Emotional Health Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5B-i 5D-i Students TRUE TRUE How confident are you that you can remain focused on what you are doing, even when there are distractions? Typically, how anxious do you feel about your grades? How confident are you that you can remain focused on what you are doing, even when there are distractions? Typically, how anxious do you feel about your grades? How confident are you that you can remain focused on what you are doing, even when there are distractions? Typically, how anxious do you feel about your grades? How confident are you that you can remain focused on what you are doing, even when there are distractions? Typically, how anxious do you feel about your grades? How confident are you that you can remain focused on what you are doing, even when there are distractions? Typically, how anxious do you feel about your grades? How confident are you that you can remain focused on what you are doing, even when there are distractions? How much do you think that your grades and test scores will determine your future? How confident are you that you can remain focused on what you are doing, even when there are distractions? How much do you think that your grades and test scores will determine your future? How confident are you that you can remain focused on what you are doing, even when there are distractions? Not in the 16-17 Surveys s-grit-q3 s-acst-q3 X Q65 Q137 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
233 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Health 5B 5D Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Perseverance & Determination Social & Emotional Health Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5B-i 5D-i Students TRUE TRUE If you fail to reach an important goal, how likely are you to try again? On a regular day at school, how often do you feel relaxed? If you fail to reach an important goal, how likely are you to try again? On a regular day at school, how often do you feel relaxed? If you fail to reach an important goal, how likely are you to try again? On a regular day at school, how often do you feel relaxed? If you fail to reach an important goal, how likely are you to try again? On a regular day at school, how often do you feel relaxed? If you fail to reach an important goal, how likely are you to try again? On a regular day at school, how often do you feel relaxed? If you fail to reach an important goal, how likely are you to try again? On a regular day at school, how often do you feel relaxed? If you fail to reach an important goal, how likely are you to try again? On a regular day at school, how often do you feel relaxed? If you fail to reach an important goal, how likely are you to try again? On a regular day at school, how often do you feel relaxed? s-grit-q4 s-poaf-q1 Q66 Q69 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
234 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Health 5B 5D Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Growth Mindset Social & Emotional Health Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5B-ii 5D-i Students TRUE TRUE How much do you think you can change your own intelligence? How often are you enthusiastic at school? How much do you think you can change your own intelligence? How often are you enthusiastic at school? How much do you think you can change your own intelligence? How often are you enthusiastic at school? How much do you think you can change your own intelligence? How often are you enthusiastic at school? How much do you think you can change your own intelligence? How often are you enthusiastic at school? How much do you think you can change your own intelligence? How often are you enthusiastic at school? How much do you think you can change your own intelligence? How often are you enthusiastic at school? Not in the 16-17 Surveys How often are you enthusiastic at school? s-grmi-q1 s-poaf-q2 Q34 Q70 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
235 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Health 5B 5D Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Growth Mindset Social & Emotional Health Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5B-ii 5D-i Students TRUE TRUE How much do you think that being bad at math is something someone can change? On a normal day in school, how confident do you feel? How much do you think that being bad at math is something someone can change? On a normal day in school, how confident do you feel? How much do you think that being bad at math is something someone can change? On a normal day in school, how confident do you feel? How much do you think that being bad at math is something someone can change? On a normal day in school, how confident do you feel? How much do you think that being bad at math is something someone can change? On a normal day in school, how confident do you feel? How much do you think that being bad at math is something someone can change? On a normal day in school, how confident do you feel? How much do you think that being bad at math is something someone can change? On a normal day in school, how confident do you feel? Not in the 16-17 Surveys On a normal day in school, how confident do you feel? s-grmi-q2 s-poaf-q3 X Q35 Q71 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
236 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Growth Mindset Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 5B-ii Students Scraps TRUE TRUE How much do you think that struggling as a writer is something someone can change? The school values my family’s background 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 p-scrp-q3 Q127 Q13 Discuss improvements with Maynard DEI 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
237 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic Health 5B 5D Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Growth Mindset Social & Emotional Health Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5B-ii 5D-i Students TRUE TRUE How much do you think that intelligence is something that can be changed? On a normal day in school, how much are you able to concentrate? How much do you think that intelligence is something that can be changed? On a normal day in school, how much are you able to concentrate? How much do you think that intelligence is something that can be changed? On a normal day in school, how much are you able to concentrate? How much do you think that intelligence is something that can be changed? On a normal day in school, how much are you able to concentrate? How much do you think that intelligence is something that can be changed? On a normal day in school, how much are you able to concentrate? How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE) On a normal day in school, how much are you able to concentrate? 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) On a normal day in school, how much are you able to concentrate? Not in the 16-17 Surveys On a normal day in school, how much are you able to concentrate? s-grmi-q4 s-poaf-q4 Q36 Q72 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
238 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts Health 5C 5D Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Participation In Creative & Performing Arts Physical Health Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 5C-i 5D-ii Admin Data Constructed by MCIEA staff TRUE TRUE Percent of students enrolled in at least 1 arts course Medical staff to student ratio (schoolwide) Percent of students enrolled in at least 1 arts course Medical staff to student ratio (schoolwide) Hours of arts instruction per student per week Medical staff to student ratio Hours of arts instruction per student per week Medical staff to student ratio Hours of arts instruction per student per week Medical staff to student ratio Hours of arts instruction per student per week Medical staff to student ratio Hours of arts instruction per student per week Medical staff to student ratio Hours of arts instruction per student per week Medical staff to student ratio a-picp-i1 a-phya-i1 X #N/A 77.5 (statewide average in the 22-23 school year) 750 number ratio 2.98 2.99 3.49 3.5 3.99 4 4.3 4.31
239 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts Health 5C 5D Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Participation In Creative & Performing Arts Physical Health Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 5C-i 5D-ii Students Teachers TRUE TRUE In a typical week, how much time do you 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 engaged in physical activity? In a typical week, how much time do you 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 engaged in physical activity? In a typical week, how much time do you 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 engaged in physical activity? In a typical week, how much time do you 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 engaged in physical activity? In a typical week, how much time do you 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 engaged in physical activity? In a typical week, how much time do you 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 engaged in physical activity? In a typical week, how much time do you 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 engaged in physical activity? In a typical week, how much time do you 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 engaged in physical activity? s-expa-q1 t-phya-q2 X Q68 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
240 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts Health 5C 5D Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Participation In Creative & Performing Arts Physical Health Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 5C-i 5D-ii Teachers TRUE TRUE In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? t-expa-q2 t-phya-q3 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
241 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Creative & Performing Arts Learning Resources 5C 3B Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Participation In Creative & Performing Arts Culturally Responsive Curriculum Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous parent reports about the cultural responsiveness of the curriculum. 5C-i Teachers Parents Low alpha TRUE FALSE TRUE FALSE In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? My child(ren) have opportunities to learn about people from racial and social backgrounds that differ from our family's backgrounds. In a typical week at your school, what is the maximum amount of time a student could spend 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 p-cure-q1 #N/A Q104 Discuss improvements with Maynard DEI 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
242 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Creative & Performing Arts Learning Resources 5C 3B Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Valuing Creative & Performing Arts Culturally Responsive Curriculum Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous parent reports about the cultural responsiveness of the curriculum. 5C-ii Students Parents Low alpha TRUE FALSE TRUE FALSE How interested are you in visual art—street murals, museum paintings, sculptures, etc.? My child(ren) have opportunities to make friends with others from different racial or social backgrounds at school. 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 p-cure-q2 X Q37 Q47 Discuss improvements with Maynard DEI 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
243 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Creative & Performing Arts Learning Resources 5C 3B Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Valuing Creative & Performing Arts Culturally Responsive Curriculum Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous parent reports about the cultural responsiveness of the curriculum. 5C-ii Students Parents Low alpha TRUE FALSE TRUE FALSE If your friends or family wanted to go to hear people play music, how interested would you be in going? My child(ren) have opportunities to learn about people who are similar to them in the school curriculum. 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 p-cure-q3 Q38 Q48 Discuss improvements with Maynard DEI 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
244 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Creative & Performing Arts Learning Resources 5C 3B Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Valuing Creative & Performing Arts Culturally Responsive Curriculum Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous parent reports about the cultural responsiveness of the curriculum. 5C-ii Students Parents High number of n/a's in pilot administration TRUE FALSE TRUE FALSE How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? My child(ren) have opportunities to learn about people who are different from them in the school curriculum 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 p-cure-q4 Q39 Q86 Discuss improvements with Maynard DEI 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
245 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Health Community Support 5D 3C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Social & Emotional Health School Events Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous parent reports about the accessibility of school sponsored events. 5D-i Students Parents Event scale TRUE FALSE TRUE FALSE On a typical day in school, how stressed do you feel about your schoolwork? School events are scheduled during days and times that I am able to attend. 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 p-evnt-q1 X Q135 Q44 Update survey item ID in qualtrics (but do not display on dashboard) 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
246 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Health Community Support 5D 3C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Social & Emotional Health School Events Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous parent reports about the accessibility of school sponsored events. 5D-i Students Parents Event scale TRUE FALSE TRUE FALSE When you take a test, how much do you worry about doing well? My family is aware that my child can participate in school activities during times of financial hardship with financial help from the school. 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 p-evnt-q2 X X Q136 Q16 Update survey item ID in qualtrics (but do not display on dashboard) 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
247 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Health Community Support 5D 3C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Social & Emotional Health School Events Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous parent reports about the accessibility of school sponsored events. 5D-i Students Parents Event scale TRUE FALSE TRUE FALSE Typically, how anxious do you feel about your grades? How often do staff at your child(ren)’s school invite you to school events (either in person or virtual events)? 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 p-evnt-q3 X Q137 Q23 Update survey item ID in qualtrics (but do not display on dashboard) 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
248 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Health Community Support 5D 3C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Social & Emotional Health School Events Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous parent reports about the accessibility of school sponsored events. 5D-i Students Parents Event scale TRUE FALSE TRUE FALSE On a regular day at school, how often do you feel relaxed? How often do staff at your child(ren)’s school contact you to discuss your child's academic achievement? 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 p-evnt-q4 Q69 Q29 Update survey item ID in qualtrics (but do not display on dashboard) 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
249 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Safety 5D 2A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Social & Emotional Health Student Physical Safety Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous parent reports about student physical safety. 5D-i Students Parents Scale of its own TRUE FALSE TRUE FALSE How often are you enthusiastic at school? The level of substance abuse is a problem at my child(ren)'s school. How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? s-poaf-q2 p-phys-q3 Q70 Q102 Discuss improvements with Maynard DEI 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
250 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Social & Emotional Health Supportive Environment Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health 5D-i Students Parents Scraps TRUE FALSE TRUE FALSE On a normal day in school, how confident do you feel? My child(ren) have at least one adult at the school that they trust. 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 p-scrp-q1 X Q71 Q19 Nix this one - low factor loading 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
251 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Social & Emotional Health Supportive Environment Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health 5D-i Students Parents Scraps TRUE FALSE TRUE FALSE On a normal day in school, how much are you able to concentrate? The school values my family’s beliefs. 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 p-scrp-q2 Q72 Q84 Discuss improvements with Maynard DEI 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
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