Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,,,a-exp-i1,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,,,a-exp-i1,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Admin Data,"NCES, 2015-16",Percentage teachers National Board certified,Percentage teachers National Board certified,,,a-exp-i2,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Admin Data,Center for Education Data and Research,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,,,a-exp-i3,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Teachers,,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,,,t-prep-q1,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
@ -119,12 +119,12 @@ Resources,3,"Measures the adequacy of a school's facility, personnel, and curric
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,,How effectively does this school respond to the needs and values the surrounding community?,t-ceng-q2,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,,,t-ceng-q3,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",,,t-ceng-q4,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-i,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,Performance Growth,Performance Growth,,,n/a,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,"NCES, 2016",Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),,,a-ovpe-i1,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,Constructed by MCIEA staff,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),,,a-ovpe-i2,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?",,,t-sach-q1,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",,,t-sach-q2,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?",,"If an observer sat in on one of your classes for a week, how would s/he rate your students?",t-sach-q3,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,Performance Growth,Performance Growth,,,n/a,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,"NCES, 2016",Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),,,a-ovpe-i1,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,Constructed by MCIEA staff,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),,,a-ovpe-i2,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?",,,t-sach-q1,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",,,t-sach-q2,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?",,"If an observer sat in on one of your classes for a week, how would s/he rate your students?",t-sach-q3,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,How excited are you about going to this class?,How excited are you about going to this class?,,,s-sten-q1,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,"Overall, how interested are you in this class?","Overall, how interested are you in this class?",,,s-sten-q2,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,,,s-sten-q3,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
1
Category
Category ID
Category Description
Category Short Description
Subcategory
Subcategory ID
Subcategory Description
Subcategory Warning High
Subcategory Watch Low
Subcategory Watch High
Subcategory Growth Low
Subcategory Growth High
Subcategory Approval Low
Subcategory Approval High
Subcategory Ideal Low
Measures
Measure Description
Measure ID
Measure Warning High
Measure Watch Low
Measure Watch High
Measure Growth Low
Measure Growth High
Measure Approval Low
Measure Approval High
Measure Ideal Low
Source
Source Notes
Question/item (21-22)
Question/item (20-21)
Original Item (19-20 surveys)
Original Item (20-21 surveys)
Survey Item ID
Qualtrics ID
Admin Data Benchmark (Absolute)
Admin Data Unit (Absolute)
Item Warning High
Item Watch Low
Item Watch High
Item Growth Low
Item Growth High
Item Approval Low
Item Approval High
Item Ideal Low
2
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices
2.738333333
2.748333333
3.248333333
3.258333333
3.748333333
3.758333333
4.7
4.71
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.855
2.865
3.365
3.375
3.865
3.875
4.7
4.71
Admin Data
Constructed by MCIEA staff, based on research from Kraft and Papay
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
a-exp-i1
80
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
3
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices
2.738333333
2.748333333
3.248333333
3.258333333
3.748333333
3.758333333
4.7
4.71
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.855
2.865
3.365
3.375
3.865
3.875
4.7
4.71
Admin Data
NCES, 2015-16
Percentage teachers National Board certified
Percentage teachers National Board certified
a-exp-i2
10
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
4
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices
2.738333333
2.748333333
3.248333333
3.258333333
3.748333333
3.758333333
4.7
4.71
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.855
2.865
3.365
3.375
3.865
3.875
4.7
4.71
Admin Data
Center for Education Data and Research
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
a-exp-i3
95
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
5
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices
2.738333333
2.748333333
3.248333333
3.258333333
3.748333333
3.758333333
4.7
4.71
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.855
2.865
3.365
3.375
3.865
3.875
4.7
4.71
Teachers
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
t-prep-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
119
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values the surrounding community?
t-ceng-q2
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
120
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
t-ceng-q3
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
121
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
t-ceng-q4
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
122
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.896666667
2.906666667
3.406666667
3.416666667
3.906666667
3.916666667
4.5
4.51
Performance Growth
Includes an asessment of student progression towards key learning goals.
4A-i4A-ii
2.98
2.99
3.49
3.5
3.99
4
4.5
4.51
No source
Performance Growth
Performance Growth
n/a
#N/A
n/a
2.98
2.99
3.49
3.5
3.99
4
4.5
4.51
123
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.896666667
2.906666667
3.406666667
3.416666667
3.906666667
3.916666667
4.5
4.51
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-ii4A-i
2.813333333
2.823333333
3.323333333
3.333333333
3.823333333
3.833333333
4.5
4.51
Admin Data
NCES, 2016
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
a-ovpe-i1
#N/A
2
percentage
2.98
2.99
3.49
3.5
3.99
4
4.5
4.51
124
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.896666667
2.906666667
3.406666667
3.416666667
3.906666667
3.916666667
4.5
4.51
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-ii4A-i
2.813333333
2.823333333
3.323333333
3.333333333
3.823333333
3.833333333
4.5
4.51
Admin Data
Constructed by MCIEA staff
Percent students who fail 2 core courses (HS only)
Percent students who fail 2 core courses (HS only)
a-ovpe-i2
#N/A
1
percentage
2.98
2.99
3.49
3.5
3.99
4
4.5
4.51
125
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.896666667
2.906666667
3.406666667
3.416666667
3.906666667
3.916666667
4.5
4.51
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-ii4A-i
2.813333333
2.823333333
3.323333333
3.333333333
3.823333333
3.833333333
4.5
4.51
Teachers
Relative to what you know of students this age, how academically able are your students?
Relative to what you know of students this age, how academically able are your students?
t-sach-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
126
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.896666667
2.906666667
3.406666667
3.416666667
3.906666667
3.916666667
4.5
4.51
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-ii4A-i
2.813333333
2.823333333
3.323333333
3.333333333
3.823333333
3.833333333
4.5
4.51
Teachers
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
t-sach-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
127
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.896666667
2.906666667
3.406666667
3.416666667
3.906666667
3.916666667
4.5
4.51
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-ii4A-i
2.813333333
2.823333333
3.323333333
3.333333333
3.823333333
3.833333333
4.5
4.51
Teachers
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If an observer sat in on one of your classes for a week, how would s/he rate your students?
t-sach-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
128
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.68
2.69
3.19
3.2
3.69
3.7
4.4
4.41
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Students
How excited are you about going to this class?
How excited are you about going to this class?
s-sten-q1
Q27
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
129
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.68
2.69
3.19
3.2
3.69
3.7
4.4
4.41
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Students
Overall, how interested are you in this class?
Overall, how interested are you in this class?
s-sten-q2
Q28
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
130
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.68
2.69
3.19
3.2
3.69
3.7
4.4
4.41
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Students
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
category=Category.new(name:'Some Category',subcategories:[subcategory1,subcategory2],description:'A description for some Category',short_description:'A short description for some Category',category_id:'1')
Nelson Jovel
4 years ago