@ -14,12 +14,12 @@ Teachers & Leadership," This category measures the relevant abilities of a schoo
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Effective Practices,1A-ii,"This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management.",Teachers,How confident are you in your ability to make material interesting for students?,,t-ieff-q4,2.49,3,3.5,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Effective Practices,1A-ii,"This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management.",Students,"Overall, how much have you learned from your teacher?",,s-peff-q1,2.49,3,3.5,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Effective Practices,1A-ii,"This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management.",Students,"For this class, how clearly does your teacher present the information that you need to learn?",,s-peff-q2,2.49,3,3.5,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,"This measure includes teacher reports on the professional community and includes the teacher retention rate.",Admin Data,Percent teacher returning (excluding retirement),,,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,"This measure includes teacher reports on the professional community and includes the teacher retention rate.",Teachers,How many teachers in this school feel responsible for helping each other do their best?,,t-pcom-q1,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,"This measure includes teacher reports on the professional community and includes the teacher retention rate.",Teachers,How many teachers in this school take responsibility for improving the school?,,t-pcom-q2,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,"This measure includes teacher reports on the professional community and includes the teacher retention rate.",Teachers,"This year, how often have you had conversations with your colleagues about what helps students learn?",,t-pcom-q3,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,"This measure includes teacher reports on the professional community and includes the teacher retention rate.",Teachers,"As a faculty, how well do you do talking through views, opinions, and values?",,t-pcom-q4,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,"This measure includes teacher reports on the professional community and includes the teacher retention rate.",Teachers,"This year, how often have you had colleagues observe your classroom?",,t-pcom-q5,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,This measure includes teacher reports on the professional community and includes the teacher retention rate.,Admin Data,Percent teacher returning (excluding retirement),,,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,This measure includes teacher reports on the professional community and includes the teacher retention rate.,Teachers,How many teachers in this school feel responsible for helping each other do their best?,,t-pcom-q1,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,This measure includes teacher reports on the professional community and includes the teacher retention rate.,Teachers,How many teachers in this school take responsibility for improving the school?,,t-pcom-q2,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,This measure includes teacher reports on the professional community and includes the teacher retention rate.,Teachers,"This year, how often have you had conversations with your colleagues about what helps students learn?",,t-pcom-q3,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,This measure includes teacher reports on the professional community and includes the teacher retention rate.,Teachers,"As a faculty, how well do you do talking through views, opinions, and values?",,t-pcom-q4,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Teachers & The Teaching Environment,This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.,Professional Community,1A-iii,This measure includes teacher reports on the professional community and includes the teacher retention rate.,Teachers,"This year, how often have you had colleagues observe your classroom?",,t-pcom-q5,2.69,3.2,3.7,4.71
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Leadership,"This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.",Effective Leadership,1B-i,"This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders.",Teachers,"At your school, how comfortable are you raising concerns with the principal?",,t-prtr-q2,2.49,3,3.5,4.51
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Leadership,"This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.",Effective Leadership,1B-i,"This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders.",Teachers,How much do you trust your principal to stand up for you in disagreements with parents?,,t-prtr-q3,2.49,3,3.5,4.51
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Leadership,"This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.",Effective Leadership,1B-i,"This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders.",Teachers,How effectively does your principal communicate a clear vision of teaching and learning?,,t-inle-q1,2.49,3,3.5,4.51
@ -33,16 +33,16 @@ Teachers & Leadership," This category measures the relevant abilities of a schoo
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Leadership,"This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.",Support For Teaching Development & Growth,1B-ii,"This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development.",Teachers,How often do teachers here collaborate to make the school run effectively?,,t-coll-q3,2.49,3,3.5,4.51
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Leadership,"This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.",Support For Teaching Development & Growth,1B-ii,"This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development.",Teachers,"Overall, how strong has support for your professional growth been?",,t-qupd-q4,2.49,3,3.5,4.51
Teachers & Leadership," This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Leadership,"This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.",Support For Teaching Development & Growth,1B-ii,"This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development.",Teachers,To what extent has your professional development been connected to the topics you teach?,,t-qupd-q1,2.49,3,3.5,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Physical Safety Scale,2A-i,"This measure draws on anonymous student reports about the degree to which they feel physically safe at school.",Students,How often do students get into physical fights at your school?,,s-phys-q2,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Physical Safety Scale,2A-i,"This measure draws on anonymous student reports about the degree to which they feel physically safe at school.",Students,"Overall, how physically safe do you feel at school?",,s-phys-q3,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Physical Safety Scale,2A-i,"This measure draws on anonymous student reports about the degree to which they feel physically safe at school.",Students,How often do you feel like you might be harmed by someone at school?,,s-phys-q4,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Physical Safety Scale,2A-i,"This measure draws on anonymous student reports about the degree to which they feel physically safe at school.",Students,How often do you worry about violence at your school?,,s-phys-q1,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,"This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.",Teachers,How often are students bullied at school?,How often are students bullied at school or online?,t-pvic-q1,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,"This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.",Teachers,How often are students bullied because of who they are?,,t-pvic-q2,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,"This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.",Teachers,"Overall, how unkind are students to each other?",,t-pvic-q3,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,"This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.",Students,How often are students at this school unkind to each other online?,,s-emsa-q2,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,"This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.",Students,How much bullying occurs at this school?,,s-emsa-q3,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,"This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.",Students,How often are students unkind to each other at this school?,,s-emsa-q1,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Physical Safety,2A-i,This measure draws on anonymous student reports about the degree to which they feel physically safe at school.,Students,How often do students get into physical fights at your school?,,s-phys-q2,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Physical Safety,2A-i,This measure draws on anonymous student reports about the degree to which they feel physically safe at school.,Students,"Overall, how physically safe do you feel at school?",,s-phys-q3,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Physical Safety,2A-i,This measure draws on anonymous student reports about the degree to which they feel physically safe at school.,Students,How often do you feel like you might be harmed by someone at school?,,s-phys-q4,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Physical Safety,2A-i,This measure draws on anonymous student reports about the degree to which they feel physically safe at school.,Students,How often do you worry about violence at your school?,,s-phys-q1,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.,Teachers,How often are students bullied at school?,How often are students bullied at school or online?,t-pvic-q1,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.,Teachers,How often are students bullied because of who they are?,,t-pvic-q2,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.,Teachers,"Overall, how unkind are students to each other?",,t-pvic-q3,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.,Students,How often are students at this school unkind to each other online?,,s-emsa-q2,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.,Students,How much bullying occurs at this school?,,s-emsa-q3,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Safety,"This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.",Student Emotional Safety,2A-ii,This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.,Students,How often are students unkind to each other at this school?,,s-emsa-q1,2.79,3.3,3.8,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student Sense of Belonging,2B-i,"This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",Teachers,How much do students at this school care about each other?,,t-psup-q1,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student Sense of Belonging,2B-i,"This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",Teachers,How often do students at this school help each other learn?,,t-psup-q2,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student Sense of Belonging,2B-i,"This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",Teachers,"At this school, how respectful are students to each other?",,t-psup-q4,2.24,2.75,3.25,4.51
@ -52,17 +52,17 @@ School Culture,"This category measures the degree to which the school environmen
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student Sense of Belonging,2B-i,"This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",Students,How connected do you feel to the adults at your school?,,s-sbel-q5,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student Sense of Belonging,2B-i,"This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",Students,"Overall, how much do you feel like you belong at your school?",,s-sbel-q1,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student Sense of Belonging,2B-i,"This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",Teachers,How well do students at this school get along with each other?,,t-psup-q3,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student-Teacher Relationships,2B-ii,"This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.",Students,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",,s-tint-q1,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student-Teacher Relationships,2B-ii,"This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.",Students,How interested in your teacher in what you do outside of class?,,s-tint-q2,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student-Teacher Relationships,2B-ii,"This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.",Students,"If you walked into class upset, how concerned would your teacher be?",,s-tint-q3,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student-Teacher Relationships,2B-ii,"This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.",Students,"If you came back to visit class three years from now, how excited would your teacher be to see you?",,s-tint-q4,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student-Teacher Relationships,2B-ii,"This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.",Students,"If you had something on your mind, how carefully would your teacher listen to you?",,s-tint-q5,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,"This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.",Students,"Overall, how important is school to you?",,s-vale-q1,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,"This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.",Students,How curious are you to learn more about things you talked about in school?,,s-vale-q2,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,"This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.",Students,How much do you enjoy learning in school?,,s-vale-q3,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,"This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.",Students,How much do you see yourself as a learner?,,s-vale-q4,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,"This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.",Admin Data,Chronic absence rate,,,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,"This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.",Admin Data,Average daily attendance,,,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student-Teacher Relationships,2B-ii,This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,Students,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",,s-tint-q1,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student-Teacher Relationships,2B-ii,This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,Students,How interested in your teacher in what you do outside of class?,,s-tint-q2,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student-Teacher Relationships,2B-ii,This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,Students,"If you walked into class upset, how concerned would your teacher be?",,s-tint-q3,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student-Teacher Relationships,2B-ii,This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,Students,"If you came back to visit class three years from now, how excited would your teacher be to see you?",,s-tint-q4,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Relationships,This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.,Student-Teacher Relationships,2B-ii,This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,Students,"If you had something on your mind, how carefully would your teacher listen to you?",,s-tint-q5,2.24,2.75,3.25,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.,Students,"Overall, how important is school to you?",,s-vale-q1,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.,Students,How curious are you to learn more about things you talked about in school?,,s-vale-q2,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.,Students,How much do you enjoy learning in school?,,s-vale-q3,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.,Students,How much do you see yourself as a learner?,,s-vale-q4,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.,Admin Data,Chronic absence rate,,,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Valuing of Learning,2C-i,This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.,Admin Data,Average daily attendance,,,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Academic Challenge,2C-ii,"This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.",Students,How often does your teacher ask you to explain your answers?,,s-acpr-q3,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Academic Challenge,2C-ii,"This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.",Students,How much does your teacher encourage you to do your best?,,s-acpr-q1,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Academic Challenge,2C-ii,"This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.",Students,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",,s-acpr-q2,2.69,3.2,3.7,4.51
@ -70,12 +70,12 @@ School Culture,"This category measures the degree to which the school environmen
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Academic Challenge,2C-ii,"This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.",Teachers,How effectively does your school challenge students who are thriving academically?,,t-acch-q3,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Academic Challenge,2C-ii,"This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.",Teachers,How well does your school foster academic challenge for all students?,,t-acch-q1,2.69,3.2,3.7,4.51
School Culture,"This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.",Academic Orientation,"This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.",Academic Challenge,2C-ii,"This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.",Students,How often does your teacher take time to make sure you understand the material?,,s-acpr-q4,2.69,3.2,3.7,4.51
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,"This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.",Admin Data,Average class size,,,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,"This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.",Teachers,How adequate is your access to the materials you need to effectively teach?,,t-reso-q1,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,"This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.",Teachers,How adequate is your access to the technology you need to effectively teach?,,t-reso-q2,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,"This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.",Teachers,How adequate is the support you receive for using technology?,,t-reso-q3,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,"This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.",Teachers,How sufficient is the physical space for school activities?,How sufficient is the physical space for in-school activities during the pandemic?,t-reso-q4,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,"This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.",Teachers,How well-maintained are school facilities?,How well-maintained are school facilities during the pandemic?,t-reso-q5,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.,Admin Data,Average class size,,,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.,Teachers,How adequate is your access to the materials you need to effectively teach?,,t-reso-q1,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.,Teachers,How adequate is your access to the technology you need to effectively teach?,,t-reso-q2,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.,Teachers,How adequate is the support you receive for using technology?,,t-reso-q3,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.,Teachers,How sufficient is the physical space for school activities?,How sufficient is the physical space for in-school activities during the pandemic?,t-reso-q4,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Physical Space & Materials,3A-i,This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.,Teachers,How well-maintained are school facilities?,How well-maintained are school facilities during the pandemic?,t-reso-q5,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Content Specialists & Support Staff,3A-ii,"This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective.",Admin Data,Student to guidance counselor ratio,,,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Content Specialists & Support Staff,3A-ii,"This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective.",Admin Data,Student to instructional support staff ratio,,,2.34,2.85,3.35,4.26
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Facilities and Personnel,"This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.",Content Specialists & Support Staff,3A-ii,"This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective.",Teachers,"Overall, how effective is the support students receive from non-teaching staff?",,t-sust-q1,2.34,2.85,3.35,4.26
@ -91,60 +91,60 @@ Resources,"This category measures the adequacy of a school's facility, personnel
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Curricular Strength & Variety,3B-i,"This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum.",Teachers,How coherent is the curriculum that you are expected to teach?,,t-curv-q2,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Curricular Strength & Variety,3B-i,"This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum.",Teachers,"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-q3,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Curricular Strength & Variety,3B-i,"This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum.",Teachers,How well-rounded is the curriculum that you and your colleagues teach?,,t-curv-q4,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,"This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.",Teachers,How able are you to integrate material from different cultures into your class?,How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,"This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.",Teachers,How often do you integrate culturally diverse content into your teaching?,,t-cure-q2,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,"This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.",Teachers,How often do you use teaching strategies to facilitate learning among culturally diverse students?,,t-cure-q3,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,"This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.",Teachers,How motivated are you to integrate culturally diverse content in your classroom?,,t-cure-q4,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,"This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.",Students,"In your classes, how often do you see many different kinds of people represented in what you study?",,s-cure-q2,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,"This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.",Students,How valued do you think all students' home cultures and languages are in the school curriculum?,,s-cure-q3,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,"This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.",Students,How valued do you think your home culture and language are in the school curriculum?,,s-cure-q4,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,"This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.",Students,"In your classes, how often do you see people like you represented in what you study?",,s-cure-q1,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,Teachers,How able are you to integrate material from different cultures into your class?,How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,Teachers,How often do you integrate culturally diverse content into your teaching?,,t-cure-q2,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,Teachers,How often do you use teaching strategies to facilitate learning among culturally diverse students?,,t-cure-q3,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,Teachers,How motivated are you to integrate culturally diverse content in your classroom?,,t-cure-q4,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,Students,"In your classes, how often do you see many different kinds of people represented in what you study?",,s-cure-q2,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,Students,How valued do you think all students' home cultures and languages are in the school curriculum?,,s-cure-q3,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,Students,How valued do you think your home culture and language are in the school curriculum?,,s-cure-q4,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Cultural Responsiveness,3B-ii,This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,Students,"In your classes, how often do you see people like you represented in what you study?",,s-cure-q1,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Learning Resources,"This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.",Co-Curricular Activities,3B-iii,"This measure will include administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",Admin Data,Student to co-curricular activities ratio (HS only),,,2.34,2.85,3.35,4.61
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.",Family-School Relationships,3C-i,"This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners.",Teachers,How often do you connect with parents at your school?,,t-peng-q1,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.",Family-School Relationships,3C-i,"This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners.",Teachers,How involved have parents been in fundraising efforts at your school?,,t-peng-q2,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.",Family-School Relationships,3C-i,"This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners.",Teachers,How involved have parents been with parent groups at your school?,,t-peng-q3,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.",Family-School Relationships,3C-i,"This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners.",Teachers,How often does the average parent help out at your school?,,t-peng-q4,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.","Community Involvement, External Partners",3C-ii,"This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.",Teachers,"How effectively does this school connect with immigrant parents, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.","Community Involvement, External Partners",3C-ii,"This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.",Teachers,How effectively does this school respond to the needs and values the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.","Community Involvement, External Partners",3C-ii,"This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.",Teachers,To what extent are all groups of parents represented in the governance of the school?,,t-ceng-q3,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.","Community Involvement, External Partners",3C-ii,"This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.",Teachers,"Overall, how effectively does this school connect with the community?",,t-ceng-q4,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.","Community Involvement, External Partners",3C-ii,This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.,Teachers,"How effectively does this school connect with immigrant parents, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.","Community Involvement, External Partners",3C-ii,This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.,Teachers,How effectively does this school respond to the needs and values the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.","Community Involvement, External Partners",3C-ii,This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.,Teachers,To what extent are all groups of parents represented in the governance of the school?,,t-ceng-q3,2.19,2.7,3.2,4.41
Resources,"This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.",Community Support,"This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.","Community Involvement, External Partners",3C-ii,This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.,Teachers,"Overall, how effectively does this school connect with the community?",,t-ceng-q4,2.19,2.7,3.2,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Performance,"This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.",Performance Growth,4A-i,"This measure includes school-wide scores for student growth on standardized tests, calculated by considering prior testing history and other factors. As new measures become available, this measure will change to better reflect student learning.",No source,Performance Growth,,,2.49,3,3.5,4.51
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Performance,"This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.",Overall Performance,4A-ii,"This measure 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.",Teachers,"If an observer sat in on one of your classes for a week, how would s/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?",t-sach-q3,2.49,3,3.5,4.51
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Performance,"This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.",Overall Performance,4A-ii,"This measure 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.",Teachers,"Relative to what you know of students this age, how academically able are your students?",,t-sach-q1,2.49,3,3.5,4.51
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Performance,"This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.",Overall Performance,4A-ii,"This measure 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.",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?",,t-sach-q2,2.49,3,3.5,4.51
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Performance,"This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.",Overall Performance,4A-ii,This measure 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.,Teachers,"If an observer sat in on one of your classes for a week, how would s/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?",t-sach-q3,2.49,3,3.5,4.51
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Performance,"This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.",Overall Performance,4A-ii,This measure 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.,Teachers,"Relative to what you know of students this age, how academically able are your students?",,t-sach-q1,2.49,3,3.5,4.51
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Performance,"This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.",Overall Performance,4A-ii,This measure 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.,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?",,t-sach-q2,2.49,3,3.5,4.51
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Student Commitment To Learning,This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.,Engagement In School,4B-i,"This measure draws on anonymous student reports about their level of focus, participation, and interest in class.",Students,"Overall, how interested are you in this class?",,s-sten-q2,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Student Commitment To Learning,This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.,Engagement In School,4B-i,"This measure draws on anonymous student reports about their level of focus, participation, and interest in class.",Students,How often do you get so focused on class activities that you lose track of time?,,s-sten-q3,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Student Commitment To Learning,This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.,Engagement In School,4B-i,"This measure draws on anonymous student reports about their level of focus, participation, and interest in class.",Students,How excited are you about going to this class?,,s-sten-q1,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Student Commitment To Learning,This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.,Degree completion,4B-ii,"This measure includes ",Admin Data,4-year on-time graduation rate (HS only),,,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Student Commitment To Learning,This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.,Degree completion,4B-ii,"This measure includes ",Admin Data,5-year graduation rate (HS only),,,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Critical Thinking,"This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.",Problem Solving Emphasis,4C-i,"This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.",Teachers,How often do students at your school come up with their own interpretations of material?,,t-psol-q1,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Critical Thinking,"This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.",Problem Solving Emphasis,4C-i,"This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.",Teachers,How often do students apply ideas they have learned to new situations?,,t-psol-q2,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Critical Thinking,"This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.",Problem Solving Emphasis,4C-i,"This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.",Teachers,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?,t-psol-q3,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Student Commitment To Learning,This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.,Degree completion,4B-ii,This measure includes ,Admin Data,4-year on-time graduation rate (HS only),,,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Student Commitment To Learning,This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.,Degree completion,4B-ii,This measure includes ,Admin Data,5-year graduation rate (HS only),,,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Critical Thinking,"This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.",Problem Solving Emphasis,4C-i,This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.,Teachers,How often do students at your school come up with their own interpretations of material?,,t-psol-q1,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Critical Thinking,"This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.",Problem Solving Emphasis,4C-i,This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.,Teachers,How often do students apply ideas they have learned to new situations?,,t-psol-q2,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Critical Thinking,"This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.",Problem Solving Emphasis,4C-i,This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.,Teachers,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?,t-psol-q3,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",Critical Thinking,"This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.",Problem Solving Skills,4C-ii,"In the future, this measure will include an assessment of student ability to address problems without obvious solutions.",No source,Problem Solving Skills,,,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",College & Career Readiness,"This subcategory, applicable to high schools only, seeks to determine the degree to which students are prepared for college and beyond. It measures the percentage of students directly enrolling in two- or four-year colleges upon high school graduation and, in the future, will measure the college and career performance of high school graduates.",College-Going & Persistence,4D-i,"This measure includes the percentage of students enrolling in college immediately after high school graduation and, in the future, will include the college grades and employment status of graduates.",Admin Data,College enrollment rate (HS only),,,2.39,2.9,3.4,4.41
Academic Learning,"This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.",College & Career Readiness,"This subcategory, applicable to high schools only, seeks to determine the degree to which students are prepared for college and beyond. It measures the percentage of students directly enrolling in two- or four-year colleges upon high school graduation and, in the future, will measure the college and career performance of high school graduates.",Career Preparation & Placement,4D-ii,"In the future, this measure will include data on career technical education offerings and positive career placement as well as student anonymous reports on the extent to which they feel adequately prepared for the career of their choice.",Admin Data,Career Preparation and Placement,,,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Appreciation For Diversity,5A-i,"This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.",Students,How often do you try to think of more than one explanation for why someone else acted as they did?,,s-sper-q1,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Appreciation For Diversity,5A-i,"This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.",Students,"Overall, how often do you try to understand the point of view of other people?",,s-sper-q2,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Appreciation For Diversity,5A-i,"This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.",Students,How often do you try to figure out what motivates others to behave as they do?,,s-sper-q3,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Appreciation For Diversity,5A-i,"This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.",Students,"In general, how often do you try to understand how other people see things?",,s-sper-q4,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Civic Participation,5A-ii,"This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.",Students,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",,s-civp-q1,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Civic Participation,5A-ii,"This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.",Students,How important is it to you to get involved in improving your community?,,s-civp-q2,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Civic Participation,5A-ii,"This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.",Students,How important is it to you to actively challenge inequalities in society?,,s-civp-q3,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Civic Participation,5A-ii,"This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.",Students,How important is it to you to take action when something in society needs changing?,,s-civp-q4,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Appreciation For Diversity,5A-i,This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.,Students,How often do you try to think of more than one explanation for why someone else acted as they did?,,s-sper-q1,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Appreciation For Diversity,5A-i,This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.,Students,"Overall, how often do you try to understand the point of view of other people?",,s-sper-q2,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Appreciation For Diversity,5A-i,This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.,Students,How often do you try to figure out what motivates others to behave as they do?,,s-sper-q3,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Appreciation For Diversity,5A-i,This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.,Students,"In general, how often do you try to understand how other people see things?",,s-sper-q4,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Civic Participation,5A-ii,This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.,Students,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",,s-civp-q1,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Civic Participation,5A-ii,This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.,Students,How important is it to you to get involved in improving your community?,,s-civp-q2,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Civic Participation,5A-ii,This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.,Students,How important is it to you to actively challenge inequalities in society?,,s-civp-q3,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Civic Engagement,"This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.",Civic Participation,5A-ii,This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.,Students,How important is it to you to take action when something in society needs changing?,,s-civp-q4,2.49,3,3.5,4.41
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Perseverance & Determination,5B-i,"This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",Students,How important is it to you to finish things you start?,,s-grit-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Perseverance & Determination,5B-i,"This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",Students,"How confident are you that you can remain focused on what you are doing, even when there are distractions?",,s-grit-q3,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Perseverance & Determination,5B-i,"This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",Students,"If you fail to reach an important goal, how likely are you to try again?",,s-grit-q4,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Perseverance & Determination,5B-i,"This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",Students,"If you face a problem while working towards an important goal, how well can you keep working?",,s-grit-q1,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Growth Mindset,5B-ii,"This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.",Students,How much do you think you can change your own intelligence?,,s-grmi-q1,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Growth Mindset,5B-ii,"This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.",Students,How much do you think that being bad at math is something someone can change?,,s-grmi-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Growth Mindset,5B-ii,"This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.",Students,How much do you think that struggling as a writer is something someone can change?,,s-grmi-q3,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Growth Mindset,5B-ii,"This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.",Students,How much do you think that struggling to understand something means you're bad at it?,How much do you think that intelligence is something that can be changed?,s-grmi-q4,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Participation In Creative & Performing Arts,5C-i,"This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts.",Teachers,"In a typical week at your school, what is the average amount of time students 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-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Participation In Creative & Performing Arts,5C-i,"This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts.",Students,"In a typical week, how much time do you spend in creative arts instruction or activities?",,s-expa-q1,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Participation In Creative & Performing Arts,5C-i,"This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts.",Teachers,"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-q3,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Valuing Creative & Performing Arts,5C-ii,"This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts.",Students,"If your friends or family wanted to go to an art museum, how interested would you be in going?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?",s-appa-q1,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Valuing Creative & Performing Arts,5C-ii,"This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts.",Students,"If your friends or family wanted to go to hear people play music, how interested would you be in going?",,s-appa-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Valuing Creative & Performing Arts,5C-ii,"This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts.",Students,"If your friends or family wanted to go to a play, how interested would you be in going?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?",s-appa-q3,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Growth Mindset,5B-ii,This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.,Students,How much do you think you can change your own intelligence?,,s-grmi-q1,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Growth Mindset,5B-ii,This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.,Students,How much do you think that being bad at math is something someone can change?,,s-grmi-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Growth Mindset,5B-ii,This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.,Students,How much do you think that struggling as a writer is something someone can change?,,s-grmi-q3,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Work Ethic,"This subcategory 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 orientation toward personal growth.",Growth Mindset,5B-ii,This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.,Students,How much do you think that struggling to understand something means you're bad at it?,How much do you think that intelligence is something that can be changed?,s-grmi-q4,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Participation In Creative & Performing Arts,5C-i,This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts.,Teachers,"In a typical week at your school, what is the average amount of time students 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-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Participation In Creative & Performing Arts,5C-i,This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts.,Students,"In a typical week, how much time do you spend in creative arts instruction or activities?",,s-expa-q1,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Participation In Creative & Performing Arts,5C-i,This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts.,Teachers,"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-q3,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Valuing Creative & Performing Arts,5C-ii,This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts.,Students,"If your friends or family wanted to go to an art museum, how interested would you be in going?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?",s-appa-q1,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Valuing Creative & Performing Arts,5C-ii,This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts.,Students,"If your friends or family wanted to go to hear people play music, how interested would you be in going?",,s-appa-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Creative & Performing Arts,This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.,Valuing Creative & Performing Arts,5C-ii,This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts.,Students,"If your friends or family wanted to go to a play, how interested would you be in going?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?",s-appa-q3,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,5D-i,"This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.",Students,"On a regular day at school, how often do you feel relaxed?",,s-poaf-q1,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,5D-i,"This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.",Students,How often are you enthusiastic at school?,,s-poaf-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,5D-i,"This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.",Students,"On a normal day in school, how confident do you feel?",,s-poaf-q3,2.24,2.75,3.25,4.31
@ -152,6 +152,6 @@ Citizenship & Wellbeing,"This category measures the development of traits releva
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,5D-i,"This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.",Students,"On a typical day in school, how stressed do you feel about your schoolwork?",,s-acst-q1,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,5D-i,"This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.",Students,"When you take a test, how much do you worry about doing well?",,s-acst-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,5D-i,"This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.",Students,How much do you think that your grades and test scores will determine your future?,"Typically, how anxious do you feel about your grades?",s-acst-q3,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,5D-ii,"This measure draws on anonymous teacher reports about student access to physical education and activity.",Admin Data,Medical staff to student ratio,,,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,5D-ii,"This measure draws on anonymous teacher reports about student access to physical education and activity.",Teachers,"In a typical week at your school, what is the average amount of time students 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-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,5D-ii,"This measure draws on anonymous teacher reports about student access to physical education and activity.",Teachers,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?",,t-phya-q3,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,5D-ii,This measure draws on anonymous teacher reports about student access to physical education and activity.,Admin Data,Medical staff to student ratio,,,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,5D-ii,This measure draws on anonymous teacher reports about student access to physical education and activity.,Teachers,"In a typical week at your school, what is the average amount of time students 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-q2,2.24,2.75,3.25,4.31
Citizenship & Wellbeing,"This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.",Health,"This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,5D-ii,This measure draws on anonymous teacher reports about student access to physical education and activity.,Teachers,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?",,t-phya-q3,2.24,2.75,3.25,4.31
1
Category
Category Description
Subcategory
Subcategory Description
Measures
Measure Id
Measure Description
Source
Question/item
Revised Question (for the 19-20 surveys)
Survey Item ID
Watch Low
Growth Low
Approval Low
Ideal Low
14
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Teachers & The Teaching Environment
This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.
Effective Practices
1A-ii
This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management.
Teachers
How confident are you in your ability to make material interesting for students?
t-ieff-q4
2.49
3
3.5
4.71
15
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Teachers & The Teaching Environment
This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.
Effective Practices
1A-ii
This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management.
Students
Overall, how much have you learned from your teacher?
s-peff-q1
2.49
3
3.5
4.71
16
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Teachers & The Teaching Environment
This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.
Effective Practices
1A-ii
This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management.
Students
For this class, how clearly does your teacher present the information that you need to learn?
s-peff-q2
2.49
3
3.5
4.71
17
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Teachers & The Teaching Environment
This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.
Professional Community
1A-iii
This measure includes teacher reports on the professional community and includes the teacher retention rate.
Admin Data
Percent teacher returning (excluding retirement)
2.69
3.2
3.7
4.71
18
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Teachers & The Teaching Environment
This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.
Professional Community
1A-iii
This measure includes teacher reports on the professional community and includes the teacher retention rate.
Teachers
How many teachers in this school feel responsible for helping each other do their best?
t-pcom-q1
2.69
3.2
3.7
4.71
19
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Teachers & The Teaching Environment
This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.
Professional Community
1A-iii
This measure includes teacher reports on the professional community and includes the teacher retention rate.
Teachers
How many teachers in this school take responsibility for improving the school?
t-pcom-q2
2.69
3.2
3.7
4.71
20
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Teachers & The Teaching Environment
This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.
Professional Community
1A-iii
This measure includes teacher reports on the professional community and includes the teacher retention rate.
Teachers
This year, how often have you had conversations with your colleagues about what helps students learn?
t-pcom-q3
2.69
3.2
3.7
4.71
21
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Teachers & The Teaching Environment
This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.
Professional Community
1A-iii
This measure includes teacher reports on the professional community and includes the teacher retention rate.
Teachers
As a faculty, how well do you do talking through views, opinions, and values?
t-pcom-q4
2.69
3.2
3.7
4.71
22
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Teachers & The Teaching Environment
This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices.
Professional Community
1A-iii
This measure includes teacher reports on the professional community and includes the teacher retention rate.
Teachers
This year, how often have you had colleagues observe your classroom?
t-pcom-q5
2.69
3.2
3.7
4.71
23
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Leadership
This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.
Effective Leadership
1B-i
This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders.
Teachers
At your school, how comfortable are you raising concerns with the principal?
t-prtr-q2
2.49
3
3.5
4.51
24
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Leadership
This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.
Effective Leadership
1B-i
This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders.
Teachers
How much do you trust your principal to stand up for you in disagreements with parents?
t-prtr-q3
2.49
3
3.5
4.51
25
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Leadership
This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.
Effective Leadership
1B-i
This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders.
Teachers
How effectively does your principal communicate a clear vision of teaching and learning?
t-inle-q1
2.49
3
3.5
4.51
33
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Leadership
This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.
Support For Teaching Development & Growth
1B-ii
This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development.
Teachers
How often do teachers here collaborate to make the school run effectively?
t-coll-q3
2.49
3
3.5
4.51
34
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Leadership
This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.
Support For Teaching Development & Growth
1B-ii
This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development.
Teachers
Overall, how strong has support for your professional growth been?
t-qupd-q4
2.49
3
3.5
4.51
35
Teachers & Leadership
This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Leadership
This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development.
Support For Teaching Development & Growth
1B-ii
This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development.
Teachers
To what extent has your professional development been connected to the topics you teach?
t-qupd-q1
2.49
3
3.5
4.51
36
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Safety
This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.
This measure draws on anonymous student reports about the degree to which they feel physically safe at school.
Students
How often do students get into physical fights at your school?
s-phys-q2
2.79
3.3
3.8
4.51
37
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Safety
This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.
This measure draws on anonymous student reports about the degree to which they feel physically safe at school.
Students
Overall, how physically safe do you feel at school?
s-phys-q3
2.79
3.3
3.8
4.51
38
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Safety
This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.
This measure draws on anonymous student reports about the degree to which they feel physically safe at school.
Students
How often do you feel like you might be harmed by someone at school?
s-phys-q4
2.79
3.3
3.8
4.51
39
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Safety
This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.
This measure draws on anonymous student reports about the degree to which they feel physically safe at school.
Students
How often do you worry about violence at your school?
s-phys-q1
2.79
3.3
3.8
4.51
40
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Safety
This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.
Student Emotional Safety
2A-ii
This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.
Teachers
How often are students bullied at school?
How often are students bullied at school or online?
t-pvic-q1
2.79
3.3
3.8
4.51
41
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Safety
This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.
Student Emotional Safety
2A-ii
This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.
Teachers
How often are students bullied because of who they are?
t-pvic-q2
2.79
3.3
3.8
4.51
42
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Safety
This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.
Student Emotional Safety
2A-ii
This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.
Teachers
Overall, how unkind are students to each other?
t-pvic-q3
2.79
3.3
3.8
4.51
43
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Safety
This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.
Student Emotional Safety
2A-ii
This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.
Students
How often are students at this school unkind to each other online?
s-emsa-q2
2.79
3.3
3.8
4.51
44
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Safety
This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.
Student Emotional Safety
2A-ii
This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.
Students
How much bullying occurs at this school?
s-emsa-q3
2.79
3.3
3.8
4.51
45
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Safety
This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust.
Student Emotional Safety
2A-ii
This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment.
Students
How often are students unkind to each other at this school?
s-emsa-q1
2.79
3.3
3.8
4.51
46
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student Sense of Belonging
2B-i
This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
Teachers
How much do students at this school care about each other?
t-psup-q1
2.24
2.75
3.25
4.51
47
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student Sense of Belonging
2B-i
This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
Teachers
How often do students at this school help each other learn?
t-psup-q2
2.24
2.75
3.25
4.51
48
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student Sense of Belonging
2B-i
This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
Teachers
At this school, how respectful are students to each other?
t-psup-q4
2.24
2.75
3.25
4.51
52
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student Sense of Belonging
2B-i
This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
Students
How connected do you feel to the adults at your school?
s-sbel-q5
2.24
2.75
3.25
4.51
53
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student Sense of Belonging
2B-i
This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
Students
Overall, how much do you feel like you belong at your school?
s-sbel-q1
2.24
2.75
3.25
4.51
54
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student Sense of Belonging
2B-i
This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
Teachers
How well do students at this school get along with each other?
t-psup-q3
2.24
2.75
3.25
4.51
55
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student-Teacher Relationships
2B-ii
This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
Students
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
2.24
2.75
3.25
4.51
56
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student-Teacher Relationships
2B-ii
This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
Students
How interested in your teacher in what you do outside of class?
s-tint-q2
2.24
2.75
3.25
4.51
57
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student-Teacher Relationships
2B-ii
This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
Students
If you walked into class upset, how concerned would your teacher be?
s-tint-q3
2.24
2.75
3.25
4.51
58
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student-Teacher Relationships
2B-ii
This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
Students
If you came back to visit class three years from now, how excited would your teacher be to see you?
s-tint-q4
2.24
2.75
3.25
4.51
59
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Relationships
This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships.
Student-Teacher Relationships
2B-ii
This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
Students
If you had something on your mind, how carefully would your teacher listen to you?
s-tint-q5
2.24
2.75
3.25
4.51
60
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Valuing of Learning
2C-i
This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.
Students
Overall, how important is school to you?
s-vale-q1
2.69
3.2
3.7
4.51
61
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Valuing of Learning
2C-i
This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.
Students
How curious are you to learn more about things you talked about in school?
s-vale-q2
2.69
3.2
3.7
4.51
62
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Valuing of Learning
2C-i
This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.
Students
How much do you enjoy learning in school?
s-vale-q3
2.69
3.2
3.7
4.51
63
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Valuing of Learning
2C-i
This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.
Students
How much do you see yourself as a learner?
s-vale-q4
2.69
3.2
3.7
4.51
64
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Valuing of Learning
2C-i
This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.
Admin Data
Chronic absence rate
2.69
3.2
3.7
4.51
65
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Valuing of Learning
2C-i
This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners.
Admin Data
Average daily attendance
2.69
3.2
3.7
4.51
66
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Academic Challenge
2C-ii
This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.
Students
How often does your teacher ask you to explain your answers?
s-acpr-q3
2.69
3.2
3.7
4.51
67
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Academic Challenge
2C-ii
This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.
Students
How much does your teacher encourage you to do your best?
s-acpr-q1
2.69
3.2
3.7
4.51
68
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Academic Challenge
2C-ii
This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.
Students
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
2.69
3.2
3.7
4.51
70
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Academic Challenge
2C-ii
This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.
Teachers
How effectively does your school challenge students who are thriving academically?
t-acch-q3
2.69
3.2
3.7
4.51
71
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Academic Challenge
2C-ii
This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.
Teachers
How well does your school foster academic challenge for all students?
t-acch-q1
2.69
3.2
3.7
4.51
72
School Culture
This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning.
Academic Orientation
This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis.
Academic Challenge
2C-ii
This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material.
Students
How often does your teacher take time to make sure you understand the material?
s-acpr-q4
2.69
3.2
3.7
4.51
73
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Facilities and Personnel
This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.
Physical Space & Materials
3A-i
This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.
Admin Data
Average class size
2.34
2.85
3.35
4.26
74
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Facilities and Personnel
This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.
Physical Space & Materials
3A-i
This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.
Teachers
How adequate is your access to the materials you need to effectively teach?
t-reso-q1
2.34
2.85
3.35
4.26
75
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Facilities and Personnel
This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.
Physical Space & Materials
3A-i
This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.
Teachers
How adequate is your access to the technology you need to effectively teach?
t-reso-q2
2.34
2.85
3.35
4.26
76
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Facilities and Personnel
This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.
Physical Space & Materials
3A-i
This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.
Teachers
How adequate is the support you receive for using technology?
t-reso-q3
2.34
2.85
3.35
4.26
77
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Facilities and Personnel
This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.
Physical Space & Materials
3A-i
This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.
Teachers
How sufficient is the physical space for school activities?
How sufficient is the physical space for in-school activities during the pandemic?
t-reso-q4
2.34
2.85
3.35
4.26
78
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Facilities and Personnel
This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.
Physical Space & Materials
3A-i
This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size.
Teachers
How well-maintained are school facilities?
How well-maintained are school facilities during the pandemic?
t-reso-q5
2.34
2.85
3.35
4.26
79
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Facilities and Personnel
This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.
Content Specialists & Support Staff
3A-ii
This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective.
Admin Data
Student to guidance counselor ratio
2.34
2.85
3.35
4.26
80
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Facilities and Personnel
This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.
Content Specialists & Support Staff
3A-ii
This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective.
Admin Data
Student to instructional support staff ratio
2.34
2.85
3.35
4.26
81
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Facilities and Personnel
This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel.
Content Specialists & Support Staff
3A-ii
This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective.
Teachers
Overall, how effective is the support students receive from non-teaching staff?
t-sust-q1
2.34
2.85
3.35
4.26
91
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Curricular Strength & Variety
3B-i
This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum.
Teachers
How coherent is the curriculum that you are expected to teach?
t-curv-q2
2.34
2.85
3.35
4.61
92
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Curricular Strength & Variety
3B-i
This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum.
Teachers
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
2.34
2.85
3.35
4.61
93
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Curricular Strength & Variety
3B-i
This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum.
Teachers
How well-rounded is the curriculum that you and your colleagues teach?
t-curv-q4
2.34
2.85
3.35
4.61
94
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Cultural Responsiveness
3B-ii
This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
Teachers
How able are you to integrate material from different cultures into your class?
How able are you to integrate material from different cultures into your instruction either online or in person?'
t-cure-q1
2.34
2.85
3.35
4.61
95
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Cultural Responsiveness
3B-ii
This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
Teachers
How often do you integrate culturally diverse content into your teaching?
t-cure-q2
2.34
2.85
3.35
4.61
96
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Cultural Responsiveness
3B-ii
This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
Teachers
How often do you use teaching strategies to facilitate learning among culturally diverse students?
t-cure-q3
2.34
2.85
3.35
4.61
97
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Cultural Responsiveness
3B-ii
This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
Teachers
How motivated are you to integrate culturally diverse content in your classroom?
t-cure-q4
2.34
2.85
3.35
4.61
98
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Cultural Responsiveness
3B-ii
This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
Students
In your classes, how often do you see many different kinds of people represented in what you study?
s-cure-q2
2.34
2.85
3.35
4.61
99
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Cultural Responsiveness
3B-ii
This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
Students
How valued do you think all students' home cultures and languages are in the school curriculum?
s-cure-q3
2.34
2.85
3.35
4.61
100
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Cultural Responsiveness
3B-ii
This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
Students
How valued do you think your home culture and language are in the school curriculum?
s-cure-q4
2.34
2.85
3.35
4.61
101
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Cultural Responsiveness
3B-ii
This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
Students
In your classes, how often do you see people like you represented in what you study?
s-cure-q1
2.34
2.85
3.35
4.61
102
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Learning Resources
This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness.
Co-Curricular Activities
3B-iii
This measure will include administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).
Admin Data
Student to co-curricular activities ratio (HS only)
2.34
2.85
3.35
4.61
103
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Community Support
This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.
Family-School Relationships
3C-i
This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners.
Teachers
How often do you connect with parents at your school?
t-peng-q1
2.19
2.7
3.2
4.41
104
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Community Support
This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.
Family-School Relationships
3C-i
This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners.
Teachers
How involved have parents been in fundraising efforts at your school?
t-peng-q2
2.19
2.7
3.2
4.41
105
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Community Support
This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.
Family-School Relationships
3C-i
This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners.
Teachers
How involved have parents been with parent groups at your school?
t-peng-q3
2.19
2.7
3.2
4.41
106
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Community Support
This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.
Family-School Relationships
3C-i
This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners.
Teachers
How often does the average parent help out at your school?
t-peng-q4
2.19
2.7
3.2
4.41
107
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Community Support
This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.
Community Involvement, External Partners
3C-ii
This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.
Teachers
How effectively does this school connect with immigrant parents, providing translation when necessary?
How effectively does this school connect with immigrant families, providing translation when necessary?
t-ceng-q1
2.19
2.7
3.2
4.41
108
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Community Support
This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.
Community Involvement, External Partners
3C-ii
This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.
Teachers
How effectively does this school respond to the needs and values the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
t-ceng-q2
2.19
2.7
3.2
4.41
109
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Community Support
This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.
Community Involvement, External Partners
3C-ii
This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.
Teachers
To what extent are all groups of parents represented in the governance of the school?
t-ceng-q3
2.19
2.7
3.2
4.41
110
Resources
This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships.
Community Support
This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships.
Community Involvement, External Partners
3C-ii
This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community.
Teachers
Overall, how effectively does this school connect with the community?
t-ceng-q4
2.19
2.7
3.2
4.41
111
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Performance
This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.
Performance Growth
4A-i
This measure includes school-wide scores for student growth on standardized tests, calculated by considering prior testing history and other factors. As new measures become available, this measure will change to better reflect student learning.
No source
Performance Growth
2.49
3
3.5
4.51
112
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Performance
This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.
Overall Performance
4A-ii
This measure 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.
Teachers
If an observer sat in on one of your classes for a week, how would s/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?
t-sach-q3
2.49
3
3.5
4.51
113
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Performance
This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.
Overall Performance
4A-ii
This measure 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.
Teachers
Relative to what you know of students this age, how academically able are your students?
t-sach-q1
2.49
3
3.5
4.51
114
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Performance
This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores.
Overall Performance
4A-ii
This measure 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.
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?
t-sach-q2
2.49
3
3.5
4.51
115
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Student Commitment To Learning
This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.
Engagement In School
4B-i
This measure draws on anonymous student reports about their level of focus, participation, and interest in class.
Students
Overall, how interested are you in this class?
s-sten-q2
2.39
2.9
3.4
4.41
116
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Student Commitment To Learning
This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.
Engagement In School
4B-i
This measure draws on anonymous student reports about their level of focus, participation, and interest in class.
Students
How often do you get so focused on class activities that you lose track of time?
s-sten-q3
2.39
2.9
3.4
4.41
117
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Student Commitment To Learning
This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.
Engagement In School
4B-i
This measure draws on anonymous student reports about their level of focus, participation, and interest in class.
Students
How excited are you about going to this class?
s-sten-q1
2.39
2.9
3.4
4.41
118
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Student Commitment To Learning
This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.
Degree completion
4B-ii
This measure includes
Admin Data
4-year on-time graduation rate (HS only)
2.39
2.9
3.4
4.41
119
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Student Commitment To Learning
This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning.
Degree completion
4B-ii
This measure includes
Admin Data
5-year graduation rate (HS only)
2.39
2.9
3.4
4.41
120
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Critical Thinking
This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.
Problem Solving Emphasis
4C-i
This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.
Teachers
How often do students at your school come up with their own interpretations of material?
t-psol-q1
2.39
2.9
3.4
4.41
121
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Critical Thinking
This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.
Problem Solving Emphasis
4C-i
This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.
Teachers
How often do students apply ideas they have learned to new situations?
t-psol-q2
2.39
2.9
3.4
4.41
122
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Critical Thinking
This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.
Problem Solving Emphasis
4C-i
This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.
Teachers
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?
t-psol-q3
2.39
2.9
3.4
4.41
123
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
Critical Thinking
This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability.
Problem Solving Skills
4C-ii
In the future, this measure will include an assessment of student ability to address problems without obvious solutions.
No source
Problem Solving Skills
2.39
2.9
3.4
4.41
124
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
College & Career Readiness
This subcategory, applicable to high schools only, seeks to determine the degree to which students are prepared for college and beyond. It measures the percentage of students directly enrolling in two- or four-year colleges upon high school graduation and, in the future, will measure the college and career performance of high school graduates.
College-Going & Persistence
4D-i
This measure includes the percentage of students enrolling in college immediately after high school graduation and, in the future, will include the college grades and employment status of graduates.
Admin Data
College enrollment rate (HS only)
2.39
2.9
3.4
4.41
125
Academic Learning
This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates.
College & Career Readiness
This subcategory, applicable to high schools only, seeks to determine the degree to which students are prepared for college and beyond. It measures the percentage of students directly enrolling in two- or four-year colleges upon high school graduation and, in the future, will measure the college and career performance of high school graduates.
Career Preparation & Placement
4D-ii
In the future, this measure will include data on career technical education offerings and positive career placement as well as student anonymous reports on the extent to which they feel adequately prepared for the career of their choice.
Admin Data
Career Preparation and Placement
2.49
3
3.5
4.41
126
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Civic Engagement
This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.
Appreciation For Diversity
5A-i
This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.
Students
How often do you try to think of more than one explanation for why someone else acted as they did?
s-sper-q1
2.49
3
3.5
4.41
127
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Civic Engagement
This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.
Appreciation For Diversity
5A-i
This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.
Students
Overall, how often do you try to understand the point of view of other people?
s-sper-q2
2.49
3
3.5
4.41
128
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Civic Engagement
This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.
Appreciation For Diversity
5A-i
This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.
Students
How often do you try to figure out what motivates others to behave as they do?
s-sper-q3
2.49
3
3.5
4.41
129
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Civic Engagement
This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.
Appreciation For Diversity
5A-i
This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds.
Students
In general, how often do you try to understand how other people see things?
s-sper-q4
2.49
3
3.5
4.41
130
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Civic Engagement
This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.
Civic Participation
5A-ii
This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.
Students
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
s-civp-q1
2.49
3
3.5
4.41
131
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Civic Engagement
This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.
Civic Participation
5A-ii
This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.
Students
How important is it to you to get involved in improving your community?
s-civp-q2
2.49
3
3.5
4.41
132
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Civic Engagement
This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.
Civic Participation
5A-ii
This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.
Students
How important is it to you to actively challenge inequalities in society?
s-civp-q3
2.49
3
3.5
4.41
133
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Civic Engagement
This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves.
Civic Participation
5A-ii
This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities.
Students
How important is it to you to take action when something in society needs changing?
s-civp-q4
2.49
3
3.5
4.41
134
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Work Ethic
This subcategory 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 orientation toward personal growth.
Perseverance & Determination
5B-i
This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
Students
How important is it to you to finish things you start?
s-grit-q2
2.24
2.75
3.25
4.31
135
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Work Ethic
This subcategory 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 orientation toward personal growth.
Perseverance & Determination
5B-i
This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
Students
How confident are you that you can remain focused on what you are doing, even when there are distractions?
s-grit-q3
2.24
2.75
3.25
4.31
136
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Work Ethic
This subcategory 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 orientation toward personal growth.
Perseverance & Determination
5B-i
This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
Students
If you fail to reach an important goal, how likely are you to try again?
s-grit-q4
2.24
2.75
3.25
4.31
137
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Work Ethic
This subcategory 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 orientation toward personal growth.
Perseverance & Determination
5B-i
This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
Students
If you face a problem while working towards an important goal, how well can you keep working?
s-grit-q1
2.24
2.75
3.25
4.31
138
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Work Ethic
This subcategory 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 orientation toward personal growth.
Growth Mindset
5B-ii
This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.
Students
How much do you think you can change your own intelligence?
s-grmi-q1
2.24
2.75
3.25
4.31
139
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Work Ethic
This subcategory 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 orientation toward personal growth.
Growth Mindset
5B-ii
This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.
Students
How much do you think that being bad at math is something someone can change?
s-grmi-q2
2.24
2.75
3.25
4.31
140
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Work Ethic
This subcategory 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 orientation toward personal growth.
Growth Mindset
5B-ii
This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.
Students
How much do you think that struggling as a writer is something someone can change?
s-grmi-q3
2.24
2.75
3.25
4.31
141
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Work Ethic
This subcategory 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 orientation toward personal growth.
Growth Mindset
5B-ii
This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work.
Students
How much do you think that struggling to understand something means you're bad at it?
How much do you think that intelligence is something that can be changed?
s-grmi-q4
2.24
2.75
3.25
4.31
142
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Creative & Performing Arts
This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.
Participation In Creative & Performing Arts
5C-i
This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts.
Teachers
In a typical week at your school, what is the average amount of time students 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
2.24
2.75
3.25
4.31
143
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Creative & Performing Arts
This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.
Participation In Creative & Performing Arts
5C-i
This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts.
Students
In a typical week, how much time do you spend in creative arts instruction or activities?
s-expa-q1
2.24
2.75
3.25
4.31
144
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Creative & Performing Arts
This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.
Participation In Creative & Performing Arts
5C-i
This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts.
Teachers
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
2.24
2.75
3.25
4.31
145
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Creative & Performing Arts
This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.
Valuing Creative & Performing Arts
5C-ii
This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts.
Students
If your friends or family wanted to go to an art museum, how interested would you be in going?
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
s-appa-q1
2.24
2.75
3.25
4.31
146
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Creative & Performing Arts
This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.
Valuing Creative & Performing Arts
5C-ii
This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts.
Students
If your friends or family wanted to go to hear people play music, how interested would you be in going?
s-appa-q2
2.24
2.75
3.25
4.31
147
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Creative & Performing Arts
This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts.
Valuing Creative & Performing Arts
5C-ii
This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts.
Students
If your friends or family wanted to go to a play, how interested would you be in going?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
s-appa-q3
2.24
2.75
3.25
4.31
148
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Health
This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Social & Emotional Health
5D-i
This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.
Students
On a regular day at school, how often do you feel relaxed?
s-poaf-q1
2.24
2.75
3.25
4.31
149
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Health
This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Social & Emotional Health
5D-i
This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.
Students
How often are you enthusiastic at school?
s-poaf-q2
2.24
2.75
3.25
4.31
150
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Health
This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Social & Emotional Health
5D-i
This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.
Students
On a normal day in school, how confident do you feel?
s-poaf-q3
2.24
2.75
3.25
4.31
152
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Health
This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Social & Emotional Health
5D-i
This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.
Students
On a typical day in school, how stressed do you feel about your schoolwork?
s-acst-q1
2.24
2.75
3.25
4.31
153
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Health
This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Social & Emotional Health
5D-i
This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.
Students
When you take a test, how much do you worry about doing well?
s-acst-q2
2.24
2.75
3.25
4.31
154
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Health
This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Social & Emotional Health
5D-i
This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress.
Students
How much do you think that your grades and test scores will determine your future?
Typically, how anxious do you feel about your grades?
s-acst-q3
2.24
2.75
3.25
4.31
155
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Health
This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Physical Health
5D-ii
This measure draws on anonymous teacher reports about student access to physical education and activity.
Admin Data
Medical staff to student ratio
2.24
2.75
3.25
4.31
156
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Health
This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Physical Health
5D-ii
This measure draws on anonymous teacher reports about student access to physical education and activity.
Teachers
In a typical week at your school, what is the average amount of time students 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
2.24
2.75
3.25
4.31
157
Citizenship & Wellbeing
This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Health
This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Physical Health
5D-ii
This measure draws on anonymous teacher reports about student access to physical education and activity.
Teachers
In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
rebuilt
4 years ago