Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Teachers,,TRUE,TRUE,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,t-prep-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Teachers,,TRUE,TRUE,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,t-prep-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,t-prep-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,TRUE,Percentage teachers with 3+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,a-exp-i1,,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Admin Data,"NCES, 2015-16",FALSE,FALSE,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,a-exp-i2,,,,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Admin Data,Center for Education Data and Research,TRUE,TRUE,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,a-exp-i3,,,,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?",s-peff-q1,,,,Q10,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?",s-peff-q2,,,,Q11,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?",s-peff-q3,,,,Q12,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,s-peff-q4,,,,Q14,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,s-peff-q5,,,,Q15,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,s-peff-q6,,,X,Q16,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent teacher returning (including retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),a-pcom-i1,,,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Ed Week,TRUE,TRUE,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,a-pcom-i2,X,,,#N/A,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Benchmark is the % of teachers of color statewide in the 21-22 school year ,TRUE,TRUE,% Teachers of Color,,,,,,,a-pcom-i3,,,,#N/A,12.8,percentage,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,TRUE,TRUE,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,t-pcom-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,TRUE,TRUE,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,t-pcom-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,TRUE,TRUE,"This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?",t-pcom-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,TRUE,TRUE,"As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?",t-pcom-q4,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,TRUE,TRUE,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?",t-pcom-q5,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Teachers,,TRUE,TRUE,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,t-prep-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Teachers,,TRUE,TRUE,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,t-prep-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,t-prep-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,TRUE,Percentage teachers with 3+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,a-exp-i1,,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Admin Data,"NCES, 2015-16",FALSE,FALSE,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,a-exp-i2,,,,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Admin Data,Center for Education Data and Research,TRUE,TRUE,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,a-exp-i3,,,,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?",s-peff-q1,,,,Q10,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?",s-peff-q2,,,,Q11,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?",s-peff-q3,,,,Q12,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,s-peff-q4,,,,Q14,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,s-peff-q5,,,,Q15,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,s-peff-q6,,,X,Q16,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent teacher returning (including retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),a-pcom-i1,,,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Admin Data,Ed Week,TRUE,TRUE,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,a-pcom-i2,X,,,#N/A,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Admin Data,Benchmark is the % of teachers of color statewide in the 21-22 school year ,TRUE,TRUE,% Teachers of Color,,,,,,,a-pcom-i3,,,,#N/A,12.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Teachers,,TRUE,TRUE,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,t-pcom-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Teachers,,TRUE,TRUE,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,t-pcom-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Teachers,,TRUE,TRUE,"This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?",t-pcom-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Teachers,,TRUE,TRUE,"As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?",t-pcom-q4,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.688333333,2.698333333,3.198333333,3.208333333,3.698333333,3.708333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Teachers,,TRUE,TRUE,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?",t-pcom-q5,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,t-inle-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,t-inle-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,t-inle-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
@ -69,6 +69,7 @@ School Culture,2,"Measures the degree to which the school environment is safe, c
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,t-psup-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,t-psup-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",t-psup-q4,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",s-tint-q1,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey),How interested is your teacher in what you do outside of class?,How interested is your teacher in what you do outside of class?,s-tint-q2,,,,Q18,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?",s-tint-q3,,,,Q19,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?",s-tint-q4,,,,Q20,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
@ -143,30 +144,30 @@ Resources,3,"Measures the adequacy of a school's facility, personnel, and curric
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,t-ceng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",t-ceng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Admin Data,Benchmark is the statewide average 9th grade passing rate in the 21-22 school year,TRUE,TRUE,9th grade passing rate,Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),a-ovpe-i1,,X,,#N/A,75.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),a-ovpe-i2,,X,,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Grade Level Expectations,4A,Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. ,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Admin Data,Benchmark is the statewide average 9th grade passing rate in the 21-22 school year,TRUE,TRUE,9th grade passing rate,Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),a-ovpe-i1,,X,,#N/A,75.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Grade Level Expectations,4A,Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. ,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),a-ovpe-i2,,X,,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Grade Level Expectations,4A,Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. ,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",t-sach-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),a-degr-i1,,X,,#N/A,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,a-degr-i2,X,,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),a-degr-i3,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,t-psol-q1,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,t-psol-q2,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,No source,,,,,,,,,,,n/a,,,,#N/A,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,College & Career Placement,Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.,4D-i,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),a-cgpr-i1,,X,,#N/A,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Grade Level Expectations,4A,Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. ,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",t-sach-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Grade Level Expectations,4A,Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. ,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Grade Level Expectations,4A,Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),a-degr-i1,,X,,#N/A,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,a-degr-i2,X,,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),a-degr-i3,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Critical Thinking,4C,Teacher ratings of students' ability to think critically and apply that learning to their lives outside of school.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,t-psol-q1,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Critical Thinking,4C,Teacher ratings of students' ability to think critically and apply that learning to their lives outside of school.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,t-psol-q2,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Critical Thinking,4C,Teacher ratings of students' ability to think critically and apply that learning to their lives outside of school.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Critical Thinking,4C,Teacher ratings of students' ability to think critically and apply that learning to their lives outside of school.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,No source,,,,,,,,,,,n/a,,,,#N/A,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,College & Career Placement,Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.,4D-i,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),a-cgpr-i1,,X,,#N/A,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,s-sper-q1,,,,Q59,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",s-sper-q2,,,,Q60,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,s-sper-q3,,,,Q61,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
1
Category
Category ID
Category Description
Category Short Description
Subcategory
Subcategory ID
Subcategory Description
Subcategory Warning High
Subcategory Watch Low
Subcategory Watch High
Subcategory Growth Low
Subcategory Growth High
Subcategory Approval Low
Subcategory Approval High
Subcategory Ideal Low
Measures
Measure Description
Measure ID
Measure Warning High
Measure Watch Low
Measure Watch High
Measure Growth Low
Measure Growth High
Measure Approval Low
Measure Approval High
Measure Ideal Low
Source
Source Notes
Show items in accordion?
Active admin & survey items
Question/item (22-23)
Question/item (21-22)
Question/item (20-21)
Original Item (19-20 surveys)
Original Item (18-19 surveys)
Original Item (17-18 surveys)
Original Item (16-17 surveys)
Survey Item ID
Reverse Scored
HS only admin item?
On Short Form?
Qualtrics ID
Admin Data Benchmark (Absolute)
Admin Data Unit (Absolute)
Item Warning High
Item Watch Low
Item Watch High
Item Growth Low
Item Growth High
Item Approval Low
Item Approval High
Item Ideal Low
2
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.605
2.615
3.115
3.125
3.615
3.625
4.7
4.71
Teachers
TRUE
TRUE
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
t-prep-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
3
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.605
2.615
3.115
3.125
3.615
3.625
4.7
4.71
Teachers
TRUE
TRUE
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
t-prep-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
4
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.605
2.615
3.115
3.125
3.615
3.625
4.7
4.71
Teachers
TRUE
TRUE
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
t-prep-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
5
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.605
2.615
3.115
3.125
3.615
3.625
4.7
4.71
Admin Data
Constructed by MCIEA staff, based on research from Kraft and Papay
TRUE
TRUE
Percentage teachers with 3+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
a-exp-i1
80
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
6
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.605
2.615
3.115
3.125
3.615
3.625
4.7
4.71
Admin Data
NCES, 2015-16
FALSE
FALSE
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
a-exp-i2
10
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
7
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
2.605
2.615
3.115
3.125
3.615
3.625
4.7
4.71
Admin Data
Center for Education Data and Research
TRUE
TRUE
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
a-exp-i3
95
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
8
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Students
TRUE
TRUE
Overall, how much have you learned from your teacher?
Overall, how much have you learned from your teacher?
Overall, how much have you learned from your teacher?
Overall, how much have you learned from your teacher?
Overall, how much have you learned from your teacher?
Overall, how much have you learned from your teacher?
Overall, how much have you learned from your teacher?
s-peff-q1
Q10
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
9
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Students
TRUE
TRUE
For this class, how clearly does your teacher present the information that you need to learn?
For this class, how clearly does your teacher present the information that you need to learn?
For this class, how clearly does your teacher present the information that you need to learn?
For this class, how clearly does your teacher present the information that you need to learn?
For this class, how clearly does your teacher present the information that you need to learn?
For this class, how clearly does your teacher present the information that you need to learn?
For this class, how clearly does your teacher present the information that you need to learn?
s-peff-q2
Q11
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
10
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Students
TRUE
TRUE
When you need extra help, how good is your teacher at giving you that help?
When you need extra help, how good is your teacher at giving you that help?
When you need extra help, how good is your teacher at giving you that help?
When you need extra help, how good is your teacher at giving you that help?
When you need extra help, how good is your teacher at giving you that help?
When you need extra help, how good is your teacher at giving you that help?
When you need extra help, how good is your teacher at giving you that help?
s-peff-q3
Q12
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
11
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Students
TRUE
TRUE
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
s-peff-q4
Q14
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
12
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Students
TRUE
TRUE
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
s-peff-q5
Q15
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
13
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Students
TRUE
TRUE
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
s-peff-q6
X
Q16
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
14
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Teachers
TRUE
TRUE
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
15
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Teachers
TRUE
TRUE
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
16
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Teachers
TRUE
TRUE
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
17
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Teachers
TRUE
TRUE
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q4
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
18
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.7
4.71
Admin Data
Constructed by MCIEA staff
TRUE
TRUE
Percent teacher returning (including retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
a-pcom-i1
#N/A
85
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
19
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.7
4.71
Admin Data
Ed Week
TRUE
TRUE
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
a-pcom-i2
X
#N/A
28
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
20
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.7
4.71
Admin Data
Benchmark is the % of teachers of color statewide in the 21-22 school year
TRUE
TRUE
% Teachers of Color
a-pcom-i3
#N/A
12.8
percentage
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.7
4.71
21
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.7
4.71
Teachers
TRUE
TRUE
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
t-pcom-q1
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
22
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.7
4.71
Teachers
TRUE
TRUE
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
t-pcom-q2
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
23
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.7
4.71
Teachers
TRUE
TRUE
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
t-pcom-q3
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
24
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.7
4.71
Teachers
TRUE
TRUE
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
t-pcom-q4
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
25
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
2.6552.688333333
2.6652.698333333
3.1653.198333333
3.1753.208333333
3.6653.698333333
3.6753.708333333
4.7
4.71
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.7
4.71
Teachers
TRUE
TRUE
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
t-pcom-q5
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
26
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.
1B-i
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Teachers
FALSE
TRUE
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
t-inle-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
27
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.
1B-i
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Teachers
FALSE
TRUE
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
t-inle-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
28
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.
1B-i
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Teachers
FALSE
TRUE
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much does your principal know about what’s going on in teachers’ classrooms ?
How much does your principal know about what’s going on in teachers’ classrooms ?
How much does your principal know about what’s going on in teachers’ classrooms ?
t-inle-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
69
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Teachers
TRUE
TRUE
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
t-psup-q2
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
70
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Teachers
TRUE
TRUE
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
t-psup-q3
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
71
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Teachers
TRUE
TRUE
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
t-psup-q4
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
72
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
TRUE
TRUE
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
s-tint-q1
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
73
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
TRUE
TRUE
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey)
How interested is your teacher in what you do outside of class?
How interested is your teacher in what you do outside of class?
s-tint-q2
Q18
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
74
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
TRUE
TRUE
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
s-tint-q3
Q19
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
75
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
TRUE
TRUE
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
s-tint-q4
Q20
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
144
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
TRUE
TRUE
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
t-ceng-q3
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
145
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
TRUE
TRUE
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
t-ceng-q4
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
146
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
PerformanceGrade Level Expectations
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Teacher Perception of Student Learning
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Draws on anonymous teacher reports about the efforts and abilities of their students.
4A-i
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Admin Data
Benchmark is the statewide average 9th grade passing rate in the 21-22 school year
TRUE
TRUE
9th grade passing rate
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
a-ovpe-i1
X
#N/A
75.8
percentage
2.98
2.99
3.49
3.5
3.99
4
4.5
4.51
147
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
PerformanceGrade Level Expectations
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Teacher Perception of Student Learning
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Draws on anonymous teacher reports about the efforts and abilities of their students.
4A-i
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Admin Data
Constructed by MCIEA staff
TRUE
FALSE
Percent students who fail 2 core courses (HS only)
Percent students who fail 2 core courses (HS only)
Percent students who fail 2 core courses (HS only)
Percent students who fail 2 core courses (HS only)
Percent students who fail 2 core courses (HS only)
Percent students who fail 2 core courses (HS only)
a-ovpe-i2
X
#N/A
1
percentage
2.98
2.99
3.49
3.5
3.99
4
4.5
4.51
148
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
PerformanceGrade Level Expectations
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Teacher Perception of Student Learning
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Draws on anonymous teacher reports about the efforts and abilities of their students.
4A-i
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Teachers
TRUE
TRUE
Relative to what you know of students this age, how academically able are your students?
Relative to what you know of students this age, how academically able are your students?
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
t-sach-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
149
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
PerformanceGrade Level Expectations
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Teacher Perception of Student Learning
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Draws on anonymous teacher reports about the efforts and abilities of their students.
4A-i
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Teachers
TRUE
TRUE
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
t-sach-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
150
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
PerformanceGrade Level Expectations
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Teacher Perception of Student Learning
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Draws on anonymous teacher reports about the efforts and abilities of their students.
4A-i
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Teachers
TRUE
TRUE
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If an observer sat in on one of your classes for a week, how would she or he rate your students?
If an observer sat in on one of your classes for a week, how would she or he rate your students?
If an observer sat in on one of your classes for a week, how would she or he rate your students?
t-sach-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
151
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
PerformanceGrade Level Expectations
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine teacher beliefs about the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.646666667
2.656666667
3.156666667
3.166666667
3.656666667
3.666666667
4.5
4.51
Performance Growth
Includes an asessment of student progression towards key learning goals.
4A-ii
2.98
2.99
3.49
3.5
3.99
4
4.5
4.51
No source
FALSE
Performance Growth
Performance Growth
Performance Growth
Performance Growth
Performance Growth
Performance Growth
Performance Growth
n/a
#N/A
n/a
2.98
2.99
3.49
3.5
3.99
4
4.5
4.51
152
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.68
2.69
3.19
3.2
3.69
3.7
4.4
4.41
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Students
TRUE
TRUE
How excited are you about going to this class?
How excited are you about going to this class?
How excited are you about going to this class?
How excited are you about going to this class?
How excited are you about going to this class?
How excited are you about going to this class?
How excited are you about going to this class?
s-sten-q1
Q27
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
153
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.68
2.69
3.19
3.2
3.69
3.7
4.4
4.41
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Students
TRUE
TRUE
Overall, how interested are you in this class?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
s-sten-q2
X
Q28
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
154
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.68
2.69
3.19
3.2
3.69
3.7
4.4
4.41
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Students
TRUE
TRUE
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE)
s-sten-q3
Q29
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
155
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.68
2.69
3.19
3.2
3.69
3.7
4.4
4.41
Degree Completion
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
4B-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
MA DESE, 2019-20
TRUE
TRUE
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
a-degr-i1
X
#N/A
80
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
156
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.68
2.69
3.19
3.2
3.69
3.7
4.4
4.41
Degree Completion
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
4B-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
NCES, 2016
TRUE
TRUE
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
a-degr-i2
X
#N/A
2
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
157
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.68
2.69
3.19
3.2
3.69
3.7
4.4
4.41
Degree Completion
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
4B-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
MA DESE, 2019-20
TRUE
TRUE
5-year graduation rate (HS only)
5-year graduation rate (HS only)
5-year graduation rate (HS only)
5-year graduation rate (HS only)
5-year graduation rate (HS only)
5-year graduation rate (HS only)
5-year graduation rate (HS only)
a-degr-i3
X
#N/A
85
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
158
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Teacher ratings of students' ability to think critically and apply that learning to their lives outside of school.
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Problem Solving EmphasisProblem Solving
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Teachers
TRUE
TRUE
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
How often do students at your school come up with their own interpretations of material?
t-psol-q1
#N/A
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
159
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Teacher ratings of students' ability to think critically and apply that learning to their lives outside of school.
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Problem Solving EmphasisProblem Solving
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Teachers
TRUE
TRUE
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
How often do students apply ideas they have learned to new situations?
t-psol-q2
#N/A
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
160
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Teacher ratings of students' ability to think critically and apply that learning to their lives outside of school.
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Problem Solving EmphasisProblem Solving
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Teachers
TRUE
TRUE
How often do students collaborate in class to solve complex problems either online or in person?
How often do students collaborate in class to solve complex problems either online or in person?
How often do students collaborate in class to solve complex problems either online or in person?
How often do students collaborate in class to solve complex problems either online or in person?
How often do students collaborate in class to solve complex problems?
How often do students collaborate in class to solve complex problems?
How often do students collaborate in class to solve complex problems?
t-psol-q3
#N/A
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
161
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Teacher ratings of students' ability to think critically and apply that learning to their lives outside of school.
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Problem Solving Skills
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
No source
n/a
#N/A
n/a
n/a
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
162
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
College & Career Readiness
4D
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
College & Career Placement
Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.
4D-i
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
NCES, 2016
TRUE
TRUE
Placement in college or career (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
a-cgpr-i1
X
#N/A
65.6
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
163
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
College & Career Readiness
4D
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Career Preparation
Tracks student access to career technical education courses.
4D-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
Constructed by MCIEA staff
TRUE
FALSE
Percent positive work placement (HS only)
Percent positive work placement (HS only)
Percent positive work placement (HS only)
Percent positive work placement (HS only)
Percent positive work placement (HS only)
Percent positive work placement (HS only)
a-cppm-i1
X
#N/A
85
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
164
Academic LearningPerceptions of Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
College & Career Readiness
4D
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Career Preparation
Tracks student access to career technical education courses.
4D-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
TRUE
TRUE
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
a-cppm-i2
X
X
#N/A
5
ratio
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
165
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
s-sper-q1
Q59
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
166
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
s-sper-q2
Q60
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
167
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
s-sper-q3
Q61
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
168
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
s-sper-q4
X
Q62
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
169
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
s-civp-q1
Q30
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
170
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
s-civp-q2
Q31
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
171
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
s-civp-q3
Q32
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
172
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
s-civp-q4
X
Q33
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
173
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Work Ethic
5B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Perseverance & Determination
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
5B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
rebuilt
3 years ago