Category,Category ID,Category Description,Category Short Description,Subcategory,Subcategory ID,Subcategory Description,Measures,Measure Description,Measure ID,Source,Source Notes,Show items in accordion?,Active admin & survey items,Question/item (23-24),Question/item (22-23),Question/item (21-22),Question/item (20-21),Original Item (19-20 surveys),Original Item (18-19 surveys),Original Item (17-18 surveys),Original Item (16-17 surveys),Survey Item ID,Reverse Scored,HS only admin item?,On Short Form?,Qualtrics ID,Next steps - Parent survey,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,TRUE,Percentage teachers with 3+ years of experience,Percentage teachers with 3+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,a-exp-i1,,,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Category,Category ID,Category Description,Category Short Description,Subcategory,Subcategory ID,Subcategory Description,Measures,Measure Description,Measure ID,Source,Source Notes,Show items in accordion?,Active admin & survey items,Question/item (22-23),Question/item (23-24),Question/item (21-22),Question/item (20-21),Original Item (19-20 surveys),Original Item (18-19 surveys),Original Item (17-18 surveys),Original Item (16-17 surveys),Survey Item ID,Reverse Scored,HS only admin item?,On Short Form?,Qualtrics ID,Next steps - Parent survey,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,TRUE,Prompt from earlier year,Prompt from the latest year,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,a-exp-i1,,,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Admin Data,"NCES, 2015-16",TRUE,TRUE,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,a-exp-i2,,,,,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Admin Data,Center for Education Data and Research,TRUE,TRUE,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,a-exp-i3,,,,,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,Teachers,,TRUE,TRUE,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,t-prep-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
@ -23,19 +23,19 @@ Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,"This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?",t-pcom-q3,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,"As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?",t-pcom-q4,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,Teachers,,TRUE,TRUE,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?",t-pcom-q5,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How effectively does your school leadership as a whole communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,t-inle-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How effectively do your school leaders press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,t-inle-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How much do your school leaders know about what’s going on in teachers’ classrooms?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,t-inle-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,To what extent do you trust your school leaders at their word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,t-prtr-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,"At your school, how comfortable are you raising concerns with the leaders at your school?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?",t-prtr-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How much do you trust school leaders to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,t-prtr-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your school leadership as a whole communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,t-inle-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively do your school leaders press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,t-inle-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much do your school leaders know about what’s going on in teachers’ classrooms?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,t-inle-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,To what extent do you trust your principal at his or her word?,To what extent do you trust your school leaders at their word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,t-prtr-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,"At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the leaders at your school?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?",t-prtr-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust school leaders to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,t-prtr-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,t-coll-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,t-coll-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,t-coll-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,To what extent has your school-based professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,t-qupd-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,t-qupd-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,To what extent has your school-based professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,t-qupd-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,"Overall, how strong is your school's support for your professional growth?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",t-qupd-q4,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,To what extent has your professional development been connected to the topics you teach?,To what extent has your school-based professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,t-qupd-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,t-qupd-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,To what extent has your professional development included enough time to explore new ideas?,To what extent has your school-based professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,t-qupd-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,"Overall, how strong has support for your professional growth been?","Overall, how strong is your school's support for your professional growth?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",t-qupd-q4,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Admin Data,NCES,TRUE,TRUE,Percent of students suspended,Percent of students suspended,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,a-phys-i1,X,,,#N/A,,5.27,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Admin Data,Only captured to calculate the ratio,TRUE,FALSE,,,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,a-phys-i2,,,,#N/A,,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,Admin Data,only captured to calculate the chronic absence ratio,TRUE,TRUE,Percent of students suspended for 10+ days,Percent of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,a-phys-i3,X,,,#N/A,,1,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
@ -54,19 +54,19 @@ 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.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, I see many acts of kindness. ","At my school, I see many acts of kindness. ",,,,,,,s-emsa-es3,,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es3
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,No one has hurt my feelings using technology (on an ipad or phone). ,No one has hurt my feelings using technology (on an ipad or phone). ,,,,,,,s-emsa-es4,,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es4
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, it is okay to be different or unique. ","At my school, it is okay to be different or unique. ",,,,,,,s-emsa-es5,,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es5
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,"In the last year, my child(ren) has experienced bullying
and/or harassment at school.",,,,,,,,p-socx-q1,,,,Q7,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,"I am concerned about my child(ren)'s physical safety at
school.",,,,,,,,p-socx-q2,,,,Q42,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,My child(ren) enjoy going to school on most days.,,,,,,,,p-socx-q3,,,,Q15,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,My child(ren) have friends at school.,,,,,,,,p-socx-q4,,,,Q101,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,"There are counselors available to help my child(ren) when
they struggle with their emotions.",,,,,,,,p-sosu-q1,,,,Q43,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,"If my child(ren) felt bullied or harassed, I would know who
to talk to at the school.",,,,,,,,p-sosu-q2,,,,Q10,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,This school values my child(ren)'s emotional well being.,,,,,,,,p-sosu-q3,,,,Q11,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,"If my child(ren) or I had concerns about physical safety, I
would know who to talk to at the school.",,,,,,,,p-sosu-q4,,,,Q6,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,,"In the last year, my child(ren) has experienced bullying
and/or harassment at school.",,,,,,,p-socx-q1,,,,Q7,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,,"I am concerned about my child(ren)'s physical safety at
school.",,,,,,,p-socx-q2,,,,Q42,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,,My child(ren) enjoy going to school on most days.,,,,,,,p-socx-q3,,,,Q15,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,,My child(ren) have friends at school.,,,,,,,p-socx-q4,,,,Q101,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,,"There are counselors available to help my child(ren) when
they struggle with their emotions.",,,,,,,p-sosu-q1,,,,Q43,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,,"If my child(ren) felt bullied or harassed, I would know who
to talk to at the school.",,,,,,,p-sosu-q2,,,,Q10,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,,This school values my child(ren)'s emotional well being.,,,,,,,p-sosu-q3,,,,Q11,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,,"If my child(ren) or I had concerns about physical safety, I
would know who to talk to at the school.",,,,,,,p-sosu-q4,,,,Q6,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,I am happy when I am at school.,I am happy when I am at school.,,,,,,,s-sbel-es1,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,I am happy when I am in class.,I am happy when I am in class.,,,,,,,s-sbel-es10,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,Students,,FALSE,TRUE,My teacher gives all students help when they need it.,My teacher gives all students help when they need it.,,,,,,,s-sbel-es11,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
@ -114,8 +114,7 @@ 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.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Students,,TRUE,TRUE,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,s-vale-q3,,,X,Q54,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,Students,,TRUE,TRUE,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,s-vale-q4,,,,Q55,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,FALSE,TRUE,My teachers encourage me to do my best.,My teachers encourage me to do my best.,,,,,,,s-acpr-es1,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,FALSE,TRUE,"My teachers ask me to explain my thinking.
","My teachers ask me to explain my thinking.
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,FALSE,TRUE,My teachers ask me to explain my thinking. ,"My teachers ask me to explain my thinking.
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,FALSE,TRUE,My teachers keep helping me until I understand.,My teachers keep helping me until I understand.,,,,,,,s-acpr-es3,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,Students,,FALSE,TRUE,I get help whenever I feel like I can't do it.,I get help whenever I feel like I can't do it.,,,,,,,s-acpr-es4,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
@ -130,8 +129,8 @@ 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.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,t-reso-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,t-reso-q2,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,t-reso-q3,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How sufficient is the physical space for in-school activities?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,t-reso-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How well-maintained are school facilities?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities?,How well-maintained are school facilities?,t-reso-q5,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,t-reso-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,Teachers,,TRUE,TRUE,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities?,How well-maintained are school facilities?,t-reso-q5,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to guidance counselor ratio (HS only),Student to guidance counselor ratio (HS only),Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,a-sust-i1,X,,,#N/A,,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,a-sust-i2,X,,,#N/A,,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Admin Data,"NCES, 2007-08",TRUE,TRUE,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,a-sust-i3,X,,,#N/A,,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
@ -140,8 +139,8 @@ 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.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Students,,TRUE,TRUE,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",s-sust-q2,,,,Q57,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,"Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?",t-sust-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,t-sust-q2,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,t-sust-q3,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,t-sust-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,t-sust-q3,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,t-sust-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),a-curv-i1,,X,,#N/A,,90,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),a-curv-i2,,X,,#N/A,,30,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),a-curv-i3,,X,,#N/A,,20,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
@ -157,7 +156,7 @@ 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.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,"In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?",Not in the 16-17 Surveys,s-cure-q2,,,,Q130,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q3,,,,Q131,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Students,,TRUE,TRUE,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q4,,,X,Q132,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How able are you to integrate material from different cultures into your instruction?,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction?,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,t-cure-q2,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,t-cure-q3,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,Teachers,,TRUE,TRUE,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,t-cure-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
@ -166,33 +165,33 @@ 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.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,t-peng-q2,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,t-peng-q3,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,t-peng-q4,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,"There are adequate opportunities to meet with my
child(ren)'s teacher(s), e.g., parent-teacher conferences?",,,,,,,,p-tcom-q1,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?,,,,,,,,p-tcom-q2,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,"I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to.",,,,,,,,p-tcom-q3,,,,Q100,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,,"There are adequate opportunities to meet with my
child(ren)'s teacher(s), e.g., parent-teacher conferences?",,,,,,,p-tcom-q1,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,,There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?,,,,,,,p-tcom-q2,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,,"I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to.",,,,,,,p-tcom-q3,,,,Q100,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,"How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,t-ceng-q3,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",t-ceng-q4,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,Confirmed by EFA,TRUE,TRUE,"I know who to contact when I have a school-related
question.",,,,,,,,p-comm-q1,,,,Q17,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,confirmed by EFA,TRUE,TRUE,"I know how to find important information and news about
my child(ren)'s school.",,,,,,,,p-comm-q2,,,,Q31,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,confirmed by EFA,TRUE,TRUE,"In general, when I ask a question, I get a response in a
timely fashion.",,,,,,,,p-comm-q3,,,,Q66,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,confirmed by EFA,TRUE,TRUE,"The current emailed newsletters (from the principal,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,,"I know who to contact when I have a school-related
question.",,,,,,,p-comm-q1,,,,Q17,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,confirmed by EFA,TRUE,TRUE,,"I know how to find important information and news about
my child(ren)'s school.",,,,,,,p-comm-q2,,,,Q31,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,confirmed by EFA,TRUE,TRUE,,"In general, when I ask a question, I get a response in a
timely fashion.",,,,,,,p-comm-q3,,,,Q66,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,confirmed by EFA,TRUE,TRUE,,"The current emailed newsletters (from the principal,
superintendent, PTO, school counselors, etc.) are effective
in sharing information with the community.",,,,,,,,p-comm-q4,,,,Q33,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,Confirmed by EFA,TRUE,TRUE,"I feel welcome at my child(ren)'s school, e.g., when I visit for
events or drop in to ask a question.",,,,,,,,p-valm-q1,,,,Q24,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,Confirmed by EFA,TRUE,TRUE,"I have opportunities to participate in making decisions that
in sharing information with the community.",,,,,,,p-comm-q4,,,,Q33,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,Confirmed by EFA,TRUE,TRUE,,"I feel welcome at my child(ren)'s school, e.g., when I visit for
events or drop in to ask a question.",,,,,,,p-valm-q1,,,,Q24,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,Confirmed by EFA,TRUE,TRUE,,"I have opportunities to participate in making decisions that
affect the school community, e.g., planning a school event,
spending PTA funds, reviewing school improvement plans,
hiring key school or district leaders.",,,,,,,,p-valm-q2,,,,Q26,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,Confirmed by EFA,TRUE,TRUE,"I feel comfortable sharing any concerns with the staff at my
child(ren)'s school.",,,,,,,,p-valm-q3,,,,Q25,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,Confirmed by EFA,TRUE,TRUE,"The staff at my child(ren)'s school value me as a partner in
my child's learning.",,,,,,,,p-valm-q4,,,,Q45,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
hiring key school or district leaders.",,,,,,,p-valm-q2,,,,Q26,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,Confirmed by EFA,TRUE,TRUE,,"I feel comfortable sharing any concerns with the staff at my
child(ren)'s school.",,,,,,,p-valm-q3,,,,Q25,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Parents,Confirmed by EFA,TRUE,TRUE,,"The staff at my child(ren)'s school value me as a partner in
my child's learning.",,,,,,,p-valm-q4,,,,Q45,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Admin Data,Benchmark is the statewide average 9th grade passing rate in the 21-22 school year,TRUE,TRUE,9th grade passing rate,9th grade passing rate,Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),a-ovpe-i1,,X,,#N/A,,75.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),a-ovpe-i2,,X,,#N/A,,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
@ -201,14 +200,14 @@ Academic Learning,4,"Measures how much students are learning core academic conte
","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. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" classes of the same grades/subjects in your state, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",t-sach-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,My child(ren) are learning at school.,,,,,,,,p-acpr-q1,,,,Q35,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,My child(ren) are learning skills they will need later in life.,,,,,,,,p-acpr-q2,,,,Q36,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,"My child(ren) are engaged in challenging academic work
on a regular basis in school.",,,,,,,,p-acpr-q3,,,,Q38,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,"My child(ren) are excited to engage in activities and
learning at school.",,,,,,,,p-acpr-q4,,,,Q103,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" 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"" classes of the same grades/subjects in your state, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",t-sach-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week (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 (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,,My child(ren) are learning at school.,,,,,,,p-acpr-q1,,,,Q35,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,,My child(ren) are learning skills they will need later in life.,,,,,,,p-acpr-q2,,,,Q36,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,,"My child(ren) are engaged in challenging academic work
on a regular basis in school.",,,,,,,p-acpr-q3,,,,Q38,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,,"My child(ren) are excited to engage in activities and
learning at school.",,,,,,,p-acpr-q4,,,,Q103,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,No source,,FALSE,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
@ -225,7 +224,7 @@ Academic Learning,4,"Measures how much students are learning core academic conte
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),a-degr-i3,,X,,#N/A,,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,t-psol-q1,,,,#N/A,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,t-psol-q2,,,,#N/A,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems 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 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. ,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,No source,,FALSE,FALSE,,,,,,,,,n/a,,,,#N/A,,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,College & Career Placement,Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.,4D-i,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,Placement in college or career (HS only) ,College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),a-cgpr-i1,,X,,#N/A,,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,Career Preparation,Tracks student access to career technical education courses.,4D-ii,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
@ -263,24 +262,24 @@ Community & Wellbeing,5,"Measures the development of traits relevant for student
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Medical staff to student ratio (schoolwide),Medical staff to student ratio (schoolwide),Medical staff to student ratio ,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,a-phya-i1,X,,,#N/A,,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?",t-phya-q2,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?",t-phya-q3,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
,,,,,,,,,,No source,Scraps,,,The school values my family’s background,,,,,,,,p-scrp-q3,,,,Q13,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to learn about people
,,,,,,,,,,No source,Scraps,,,,The school values my family’s background,,,,,,,p-scrp-q3,,,,Q13,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,Low alpha,FALSE,FALSE,,"My child(ren) have opportunities to learn about people
from racial and social backgrounds that differ from our
family's backgrounds.",,,,,,,,p-cure-q1,,,,Q104,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to make friends with
family's backgrounds.",,,,,,,p-cure-q1,,,,Q104,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,Low alpha,FALSE,FALSE,,"My child(ren) have opportunities to make friends with
others from different racial or social backgrounds at
school.",,,,,,,,p-cure-q2,,,,Q47,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to learn about people
who are similar to them in the school curriculum.",,,,,,,,p-cure-q3,,,,Q48,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,High number of n/a's in pilot administration,FALSE,FALSE,"My child(ren) have opportunities to learn about people
who are different from them in the school curriculum",,,,,,,,p-cure-q4,,,,Q86,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,"School events are scheduled during days and times that I
am able to attend.",,,,,,,,p-evnt-q1,,,,Q44,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,My family is aware that my child can participate in school activities during times of financial hardship with financial help from the school.,,,,,,,,p-evnt-q2,,,,Q16,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,How often do staff at your child(ren)’s school invite you to school events (either in person or virtual events)?,,,,,,,,p-evnt-q3,,,,Q23,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,How often do staff at your child(ren)’s school contact you to discuss your child's academic achievement?,,,,,,,,p-evnt-q4,,,,Q29,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous parent reports about student physical safety. ,,No source,Scale of its own,FALSE,FALSE,"The level of substance abuse is a problem at my
child(ren)'s school.",,,,,,,,p-phys-q3,,,,Q102,Discuss improvements with Maynard DEI,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,No source,Scraps,FALSE,FALSE,"My child(ren) have at least one adult at the school that
they trust.",,,,,,,,p-scrp-q1,,,,Q19,Nix this one - low factor loading,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,No source,Scraps,FALSE,FALSE,The school values my family’s beliefs.,,,,,,,,p-scrp-q2,,,,Q84,Discuss improvements with Maynard DEI,,,,,,,,,,,
school.",,,,,,,p-cure-q2,,,,Q47,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,Low alpha,FALSE,FALSE,,"My child(ren) have opportunities to learn about people
who are similar to them in the school curriculum.",,,,,,,p-cure-q3,,,,Q48,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,High number of n/a's in pilot administration,FALSE,FALSE,,"My child(ren) have opportunities to learn about people
who are different from them in the school curriculum",,,,,,,p-cure-q4,,,,Q86,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,,"School events are scheduled during days and times that I
am able to attend.",,,,,,,p-evnt-q1,,,,Q44,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,,My family is aware that my child can participate in school activities during times of financial hardship with financial help from the school.,,,,,,,p-evnt-q2,,,,Q16,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,,How often do staff at your child(ren)’s school invite you to school events (either in person or virtual events)?,,,,,,,p-evnt-q3,,,,Q23,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,,How often do staff at your child(ren)’s school contact you to discuss your child's academic achievement?,,,,,,,p-evnt-q4,,,,Q29,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous parent reports about student physical safety. ,,No source,Scale of its own,FALSE,FALSE,,"The level of substance abuse is a problem at my
child(ren)'s school.",,,,,,,p-phys-q3,,,,Q102,Discuss improvements with Maynard DEI,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,No source,Scraps,FALSE,FALSE,,"My child(ren) have at least one adult at the school that
they trust.",,,,,,,p-scrp-q1,,,,Q19,Nix this one - low factor loading,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,No source,Scraps,FALSE,FALSE,,The school values my family’s beliefs.,,,,,,,p-scrp-q2,,,,Q84,Discuss improvements with Maynard DEI,,,,,,,,,,,
1
Category
Category ID
Category Description
Category Short Description
Subcategory
Subcategory ID
Subcategory Description
Measures
Measure Description
Measure ID
Source
Source Notes
Show items in accordion?
Active admin & survey items
Question/item (22-23)
Question/item (23-24)
Question/item (21-22)
Question/item (20-21)
Original Item (19-20 surveys)
Original Item (18-19 surveys)
Original Item (17-18 surveys)
Original Item (16-17 surveys)
Survey Item ID
Reverse Scored
HS only admin item?
On Short Form?
Qualtrics ID
Next steps - Parent survey
Admin Data Benchmark (Absolute)
Admin Data Unit (Absolute)
Item Warning High
Item Watch Low
Item Watch High
Item Growth Low
Item Growth High
Item Approval Low
Item Approval High
Item Ideal Low
2
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
Admin Data
Constructed by MCIEA staff, based on research from Kraft and Papay
TRUE
TRUE
Percentage teachers with 3+ years of experiencePrompt from earlier year
Percentage teachers with 3+ years of experiencePrompt from the latest year
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
a-exp-i1
80
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
3
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
Admin Data
NCES, 2015-16
TRUE
TRUE
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
Percentage teachers National Board certified
a-exp-i2
10
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
4
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
Admin Data
Center for Education Data and Research
TRUE
TRUE
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
Percentage teachers teaching in area of licensure
a-exp-i3
95
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
5
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
Teachers
TRUE
TRUE
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
t-prep-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
23
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
Teachers
TRUE
TRUE
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
This year, how often have you had conversations with your colleagues about what helps students learn?
t-pcom-q3
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
24
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
Teachers
TRUE
TRUE
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
As a faculty, how well do you do talking through views, opinions, and values?
t-pcom-q4
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
25
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
Teachers
TRUE
TRUE
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
This year, how often have you had colleagues observe your classroom?
t-pcom-q5
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
26
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.
1B-i
Teachers
FALSE
TRUE
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your school leadership as a whole communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
How effectively does your principal communicate a clear vision of teaching and learning?
t-inle-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
27
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.
1B-i
Teachers
FALSE
TRUE
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively do your school leaders press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
How effectively does your principal press teachers to engage in good pedagogical practice?
t-inle-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
28
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.
1B-i
Teachers
FALSE
TRUE
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much do your school leaders know about what’s going on in teachers’ classrooms?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How much does your principal know about what’s going on in teachers’ classrooms ?
How much does your principal know about what’s going on in teachers’ classrooms ?
How much does your principal know about what’s going on in teachers’ classrooms ?
t-inle-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
29
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.
1B-i
Teachers
FALSE
TRUE
To what extent do you trust your principal at his or her word?
To what extent do you trust your school leaders at their word?
To what extent do you trust your principal at his or her word?
To what extent do you trust your principal at his or her word?
To what extent do you trust your principal at his or her word?
To what extent do you trust your principal at his or her word?
To what extent do you trust your principal at his or her word?
To what extent do you trust your principal at his or her word?
t-prtr-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
30
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.
1B-i
Teachers
FALSE
TRUE
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the leaders at your school?
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the principal?
At your school, how comfortable are you raising concerns with the principal?
t-prtr-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
31
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
School Leadership
Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.
1B-i
Teachers
FALSE
TRUE
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust school leaders to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
How much do you trust your principal to stand up for you in disagreements with parents?
t-prtr-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
32
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
Support For Teaching Development & Growth
Draws on anonymous teacher reports on the quality of professional development.
1B-ii
Teachers
TRUE
TRUE
How often do teachers here work together to plan curriculum and instruction?
How often do teachers here work together to plan curriculum and instruction?
How often do teachers here work together to plan curriculum and instruction?
How often do teachers here work together to plan curriculum and instruction?
How often do teachers here work together to plan curriculum and instruction?
How often do teachers here work together to plan curriculum and instruction?
How often do teachers here work together to plan curriculum and instruction?
How often do teachers here work together to plan curriculum and instruction?
t-coll-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
33
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
Support For Teaching Development & Growth
Draws on anonymous teacher reports on the quality of professional development.
1B-ii
Teachers
TRUE
TRUE
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
t-coll-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
34
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
Support For Teaching Development & Growth
Draws on anonymous teacher reports on the quality of professional development.
1B-ii
Teachers
TRUE
TRUE
How often do teachers here collaborate to make the school run effectively?
How often do teachers here collaborate to make the school run effectively?
How often do teachers here collaborate to make the school run effectively?
How often do teachers here collaborate to make the school run effectively?
How often do teachers here collaborate to make the school run effectively?
How often do teachers here collaborate to make the school run effectively?
How often do teachers here collaborate to make the school run effectively?
How often do teachers here collaborate to make the school run effectively?
t-coll-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
35
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
Support For Teaching Development & Growth
Draws on anonymous teacher reports on the quality of professional development.
1B-ii
Teachers
TRUE
TRUE
To what extent has your professional development been connected to the topics you teach?
To what extent has your school-based professional development been connected to the topics you teach?
To what extent has your professional development been connected to the topics you teach?
To what extent has your professional development been connected to the topics you teach?
To what extent has your professional development been connected to the topics you teach?
To what extent has your professional development been connected to the topics you teach?
To what extent has your professional development been connected to the topics you teach?
To what extent has your professional development been connected to the topics you teach?
t-qupd-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
36
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
Support For Teaching Development & Growth
Draws on anonymous teacher reports on the quality of professional development.
1B-ii
Teachers
TRUE
TRUE
How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)?
How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
t-qupd-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
37
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
Support For Teaching Development & Growth
Draws on anonymous teacher reports on the quality of professional development.
1B-ii
Teachers
TRUE
TRUE
To what extent has your professional development included enough time to explore new ideas?
To what extent has your school-based professional development included enough time to explore new ideas?
To what extent has your professional development included enough time to explore new ideas?
To what extent has your professional development included enough time to explore new ideas?
To what extent has your professional development included enough time to explore new ideas?
To what extent has your professional development included enough time to explore new ideas?
To what extent has your professional development included enough time to explore new ideas?
To what extent has your professional development included enough time to explore new ideas?
t-qupd-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
38
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Leadership
1B
Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.
Support For Teaching Development & Growth
Draws on anonymous teacher reports on the quality of professional development.
1B-ii
Teachers
TRUE
TRUE
Overall, how strong has support for your professional growth been?
Overall, how strong is your school's support for your professional growth?
Overall, how strong has support for your professional growth been?
Overall, how strong has support for your professional growth been?
Overall, how strong has support for your professional growth been?
Overall, how strong has support for your professional growth been?
Overall, how strong has support for your professional growth been?
Overall, how strong has support for your professional growth been?
t-qupd-q4
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
39
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Physical Safety
Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.
2A-i
Admin Data
NCES
TRUE
TRUE
Percent of students suspended
Percent of students suspended
Student to suspensions ratio
Student to suspensions ratio
Student to suspensions ratio
Student to suspensions ratio
Student to suspensions ratio
Student to suspensions ratio
a-phys-i1
X
#N/A
5.27
percent
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
40
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Physical Safety
Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.
2A-i
Admin Data
Only captured to calculate the ratio
TRUE
FALSE
Number of student suspensions
Number of student suspensions
Number of student suspensions
Number of student suspensions
Number of student suspensions
Number of student suspensions
a-phys-i2
#N/A
n/a
number
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
41
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Physical Safety
Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.
2A-i
Admin Data
only captured to calculate the chronic absence ratio
TRUE
TRUE
Percent of students suspended for 10+ days
Percent of students suspended for 10+ days
Number of students suspended for 10+ days
Number of students suspended for 10+ days
Number of students suspended for 10+ days
Number of students suspended for 10+ days
Number of students suspended for 10+ days
Number of students suspended for 10+ days
a-phys-i3
X
#N/A
1
percent
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
54
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Students
FALSE
TRUE
At my school, I see many acts of kindness.
At my school, I see many acts of kindness.
s-emsa-es3
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
s-emsa-es3
55
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Students
FALSE
TRUE
No one has hurt my feelings using technology (on an ipad or phone).
No one has hurt my feelings using technology (on an ipad or phone).
s-emsa-es4
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
s-emsa-es4
56
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Students
FALSE
TRUE
At my school, it is okay to be different or unique.
At my school, it is okay to be different or unique.
s-emsa-es5
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
s-emsa-es5
57
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Parents
New scale - Social experiences
TRUE
TRUE
In the last year, my child(ren) has experienced bullying
and/or harassment at school.
p-socx-q1
Q7
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
58
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Parents
New scale - Social experiences
TRUE
TRUE
I am concerned about my child(ren)'s physical safety at
school.
p-socx-q2
Q42
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
59
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Parents
New scale - Social experiences
TRUE
TRUE
My child(ren) enjoy going to school on most days.
p-socx-q3
Q15
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
60
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Parents
New scale - Social experiences
TRUE
TRUE
My child(ren) have friends at school.
p-socx-q4
Q101
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
61
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Parents
New scale - Social support
TRUE
TRUE
There are counselors available to help my child(ren) when
they struggle with their emotions.
p-sosu-q1
Q43
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
62
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Parents
New scale - Social support
TRUE
TRUE
If my child(ren) felt bullied or harassed, I would know who
to talk to at the school.
p-sosu-q2
Q10
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
63
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Parents
New scale - Social support
TRUE
TRUE
This school values my child(ren)'s emotional well being.
p-sosu-q3
Q11
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
64
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Parents
New scale - Social support
TRUE
TRUE
If my child(ren) or I had concerns about physical safety, I
would know who to talk to at the school.
p-sosu-q4
Q6
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
65
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
I am happy when I am at school.
I am happy when I am at school.
s-sbel-es1
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
66
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
I am happy when I am in class.
I am happy when I am in class.
s-sbel-es10
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
67
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
My teacher gives all students help when they need it.
My teacher gives all students help when they need it.
s-sbel-es11
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
68
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
I have friends in my classroom.
I have friends in my classroom.
s-sbel-es2
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
69
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
I have friends at recess.
I have friends at recess.
s-sbel-es3
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
70
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
Grownups at this school like me for who I am.
Grownups at this school like me for who I am.
s-sbel-es4
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
71
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
Students at this school like me for who I am
Students at this school like me for who I am
s-sbel-es5
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
72
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
Grownups treat students with respect.
Grownups treat students with respect.
s-sbel-es6
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
114
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
Students
FALSE
TRUE
I get help whenever I feel like I can't do it.
I get help whenever I feel like I can't do it.
s-acpr-es4
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
115
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
Students
TRUE
TRUE
How much does your teacher encourage you to do your best?
How much does your teacher encourage you to do your best?
How much does your teacher encourage you to do your best?
How much does your teacher encourage you to do your best?
How much does your teacher encourage you to do your best?
How much does your teacher encourage you to do your best?
How much does your teacher encourage you to do your best?
How much does your teacher encourage you to do your best?
s-acpr-q1
X
Q22
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
116
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
Students
TRUE
TRUE
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
s-acpr-q2
Q23
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
117
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
Students
TRUE
TRUE
How often does your teacher ask you to explain your answers?
How often does your teacher ask you to explain your answers?
How often does your teacher ask you to explain your answers?
How often does your teacher ask you to explain your answers?
How often does your teacher ask you to explain your answers?
How often does your teacher ask you to explain your answers?
How often does your teacher ask you to explain your answers?
How often does your teacher ask you to explain your answers?
s-acpr-q3
Q24
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
Students
TRUE
TRUE
How often does your teacher take time to make sure you understand the material?
How often does your teacher take time to make sure you understand the material?
How often does your teacher take time to make sure you understand the material?
How often does your teacher take time to make sure you understand the material?
How often does your teacher take time to make sure you understand the material?
How often does your teacher take time to make sure you understand the material?
How often does your teacher take time to make sure you understand the material?
How often does your teacher take time to make sure you understand the material?
s-acpr-q4
Q26
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
118
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
TeachersStudents
TRUE
TRUE
How well does your school foster academic challenge for all students?How often does your teacher take time to make sure you understand the material?
How well does your school foster academic challenge for all students?How often does your teacher take time to make sure you understand the material?
How well does your school foster academic challenge for all students?How often does your teacher take time to make sure you understand the material?
How well does your school foster academic challenge for all students?How often does your teacher take time to make sure you understand the material?
How well does your school foster academic challenge for all students?How often does your teacher take time to make sure you understand the material?
How well does your school foster academic challenge for all students?How often does your teacher take time to make sure you understand the material?
How well does your school foster academic challenge for all students?How often does your teacher take time to make sure you understand the material?
Not in the 16-17 SurveysHow often does your teacher take time to make sure you understand the material?
t-acch-q1s-acpr-q4
#N/AQ26
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
119
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
Teachers
TRUE
TRUE
How effectively does your school challenge students who are struggling academically?How well does your school foster academic challenge for all students?
How effectively does your school challenge students who are struggling academically?How well does your school foster academic challenge for all students?
How effectively does your school challenge students who are struggling academically?How well does your school foster academic challenge for all students?
How effectively does your school challenge students who are struggling academically?How well does your school foster academic challenge for all students?
How effectively does your school challenge students who are struggling academically?How well does your school foster academic challenge for all students?
How effectively does your school challenge students who are struggling academically?How well does your school foster academic challenge for all students?
How effectively does your school challenge students who are struggling academically?How well does your school foster academic challenge for all students?
Not in the 16-17 Surveys
t-acch-q2t-acch-q1
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
120
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
Teachers
TRUE
TRUE
How effectively does your school challenge students who are thriving academically?How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are thriving academically?How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are thriving academically?How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are thriving academically?How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are thriving academically?How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are thriving academically?How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are thriving academically?How effectively does your school challenge students who are struggling academically?
Not in the 16-17 Surveys
t-acch-q3t-acch-q2
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
129
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Content Specialists & Support Staff
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii
Admin Data
NCES, 2007-08American School Counselor Association (2005)
TRUE
TRUE
Student to instructional support staff ratioStudent to mental health counselor ratio
Student to instructional support staff ratioStudent to mental health counselor ratio
Student to instructional support staff ratioStudent to mental health counselor ratio
Student to instructional support staff ratioStudent to mental health counselor ratio
Student to instructional support staff ratioStudent to mental health counselor ratio
Student to instructional support staff ratioStudent to mental health counselor ratio
Student to instructional support staff ratioStudent to mental health counselor ratio
Student to instructional support staff ratioStudent to mental health counselor ratio
a-sust-i3a-sust-i2
X
#N/A
43.4250
ratio
2.98
2.99
3.49
3.5
3.99
4
4.9
4.91
130
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Content Specialists & Support Staff
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii
Admin Data
Constructed by MCIEA staffNCES, 2007-08
TRUE
TRUE
Student to art teacher ratioStudent to instructional support staff ratio
Student to art teacher ratioStudent to instructional support staff ratio
Student to art teacher ratioStudent to instructional support staff ratio
Student to art teacher ratioStudent to instructional support staff ratio
Student to art teacher ratioStudent to instructional support staff ratio
Student to art teacher ratioStudent to instructional support staff ratio
Student to art teacher ratioStudent to instructional support staff ratio
Student to art teacher ratioStudent to instructional support staff ratio
a-sust-i4a-sust-i3
X
#N/A
50043.4
ratio
2.98
2.99
3.49
3.5
3.99
4
4.9
4.91
131
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Content Specialists & Support Staff
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii
StudentsAdmin Data
Constructed by MCIEA staff
TRUE
TRUE
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?Student to art teacher ratio
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?Student to art teacher ratio
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?Student to art teacher ratio
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?Student to art teacher ratio
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?Student to art teacher ratio
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?Student to art teacher ratio
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?Student to art teacher ratio
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?Student to art teacher ratio
s-sust-q1a-sust-i4
X
X
Q56#N/A
500
ratio
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.254.9
4.264.91
132
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Content Specialists & Support Staff
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii
Students
TRUE
TRUE
When you need help learning something, is there an adult at school other than your teacher who can work with you?When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you need help learning something, is there an adult at school other than your teacher who can work with you?When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you need help learning something, is there an adult at school other than your teacher who can work with you?When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you need help learning something, is there an adult at school other than your teacher who can work with you?When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you need help learning something, is there an adult at school other than your teacher who can work with you?When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you need help learning something, is there an adult at school other than your teacher who can work with you?When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you need help learning something, is there an adult at school other than your teacher who can work with you?When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you need help learning something, is there an adult at school other than your teacher who can work with you?When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
s-sust-q2s-sust-q1
X
Q57Q56
2.33
2.34
2.84
2.85
3.34
3.35
4.25
4.26
133
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Content Specialists & Support Staff
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii
TeachersStudents
TRUE
TRUE
Overall, how effective is the support students receive from non-teaching staff?When you need help learning something, is there an adult at school other than your teacher who can work with you?
Overall, how effective is the support students receive from non-teaching staff?When you need help learning something, is there an adult at school other than your teacher who can work with you?
Overall, how effective is the support students receive from non-teaching staff?When you need help learning something, is there an adult at school other than your teacher who can work with you?
Overall, how effective is the support students receive from non-teaching staff?When you need help learning something, is there an adult at school other than your teacher who can work with you?
Overall, how effective is the support students receive from non-teaching staff?When you need help learning something, is there an adult at school other than your teacher who can work with you?
Overall, how effective is the support students receive from non-teaching staff?When you need help learning something, is there an adult at school other than your teacher who can work with you?
Overall, how effective is the support students receive from non-teaching staff?When you need help learning something, is there an adult at school other than your teacher who can work with you?
Overall, how effective is the support students receive from non-teaching staff?When you need help learning something, is there an adult at school other than your teacher who can work with you?
t-sust-q1s-sust-q2
#N/AQ57
2.33
2.34
2.84
2.85
3.34
3.35
4.25
4.26
134
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Content Specialists & Support Staff
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii
Teachers
TRUE
TRUE
How adequate is the number of non-teaching support staff?Overall, how effective is the support students receive from non-teaching staff?
How adequate is the number of non-teaching support staff?Overall, how effective is the support students receive from non-teaching staff?
How adequate is the number of non-teaching support staff?Overall, how effective is the support students receive from non-teaching staff?
How adequate is the number of non-teaching support staff?Overall, how effective is the support students receive from non-teaching staff?
How adequate is the number of non-teaching support staff?Overall, how effective is the support students receive from non-teaching staff?
How adequate is the number of non-teaching support staff?Overall, how effective is the support students receive from non-teaching staff?
How adequate is the number of non-teaching support staff?Overall, how effective is the support students receive from non-teaching staff?
How adequate is the number of non-teaching support staff?Overall, how effective is the support students receive from non-teaching staff?
t-sust-q2t-sust-q1
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.25
4.26
135
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Content Specialists & Support Staff
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii
Teachers
TRUE
TRUE
How often are non-teaching support staff available either online or in person for students with non-academic issues?How adequate is the number of non-teaching support staff?
How often are non-teaching support staff available for students with non-academic issues?How adequate is the number of non-teaching support staff?
How often are non-teaching support staff available either online or in person for students with non-academic issues?How adequate is the number of non-teaching support staff?
How often are non-teaching support staff available either online or in person for students with non-academic issues?How adequate is the number of non-teaching support staff?
How often are non-teaching support staff available either online or in person for students with non-academic issues?How adequate is the number of non-teaching support staff?
How often are non-teaching support staff available for students with non-academic issues?How adequate is the number of non-teaching support staff?
How often are non-teaching support staff available for students with non-academic issues?How adequate is the number of non-teaching support staff?
How often are non-teaching support staff available for students with non-academic issues?How adequate is the number of non-teaching support staff?
t-sust-q3t-sust-q2
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.25
4.26
136
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Content Specialists & Support Staff
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii
Teachers
TRUE
TRUE
How often are non-teaching support staff available either online or in person for students who are struggling academically?How often are non-teaching support staff available either online or in person for students with non-academic issues?
How often are non-teaching support staff available for students who are struggling academically?How often are non-teaching support staff available for students with non-academic issues?
How often are non-teaching support staff available either online or in person for students who are struggling academically?How often are non-teaching support staff available either online or in person for students with non-academic issues?
How often are non-teaching support staff available either online or in person for students who are struggling academically?How often are non-teaching support staff available either online or in person for students with non-academic issues?
How often are non-teaching support staff available either online or in person for students who are struggling academically?How often are non-teaching support staff available either online or in person for students with non-academic issues?
How often are non-teaching support staff available for students who are struggling academically?How often are non-teaching support staff available for students with non-academic issues?
How often are non-teaching support staff available for students who are struggling academically?How often are non-teaching support staff available for students with non-academic issues?
How often are non-teaching support staff available for students who are struggling academically?How often are non-teaching support staff available for students with non-academic issues?
t-sust-q4t-sust-q3
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.25
4.26
139
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
Admin Data
Constructed by MCIEA staff
TRUE
TRUE
Percent AP test takers scoring 3 or higher (HS only)Percent juniors and seniors enrolled in one AP (HS only)
Percent AP test takers scoring 3 or higher (HS only)Percent juniors and seniors enrolled in one AP (HS only)
Percent AP test takers scoring 3 or higher (HS only)Percent juniors and seniors enrolled in one AP (HS only)
Percent AP test takers scoring 3 or higher (HS only)Percent juniors and seniors enrolled in one AP (HS only)
Percent AP test takers scoring 3 or higher (HS only)Percent juniors and seniors enrolled in one AP (HS only)
Percent AP test takers scoring 3 or higher (HS only)Percent juniors and seniors enrolled in one AP (HS only)
Percent AP test takers scoring 3 or higher (HS only)Percent juniors and seniors enrolled in one AP (HS only)
Percent AP test takers scoring 3 or higher (HS only)Percent juniors and seniors enrolled in one AP (HS only)
a-curv-i3a-curv-i2
X
#N/A
2030
percentage
2.98
2.99
3.49
3.5
3.99
4
4.6
4.61
140
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
Admin Data
NCES, 2009Constructed by MCIEA staff
TRUE
TRUE
Percent students of color completing advanced coursework (HS only)Percent AP test takers scoring 3 or higher (HS only)
Percent students of color completing advanced coursework (HS only)Percent AP test takers scoring 3 or higher (HS only)
Percent students of color enrolled in advanced coursework (HS only)Percent AP test takers scoring 3 or higher (HS only)
Percent students of color enrolled in advanced coursework (HS only)Percent AP test takers scoring 3 or higher (HS only)
Percent students of color enrolled in advanced coursework (HS only)Percent AP test takers scoring 3 or higher (HS only)
Percent students of color enrolled in advanced coursework (HS only)Percent AP test takers scoring 3 or higher (HS only)
Percent students of color enrolled in advanced coursework (HS only)Percent AP test takers scoring 3 or higher (HS only)
Percent students of color enrolled in advanced coursework (HS only)Percent AP test takers scoring 3 or higher (HS only)
a-curv-i4a-curv-i3
X
#N/A
36.420
percentage
2.98
2.99
3.49
3.5
3.99
4
4.6
4.61
141
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
Admin Data
NCES, 2009
TRUE
TRUE
Student to number of courses ratio (HS only)Percent students of color completing advanced coursework (HS only)
Student to number of courses ratio (HS only)Percent students of color completing advanced coursework (HS only)
Student to number of courses ratio (HS only)Percent students of color enrolled in advanced coursework (HS only)
Student to number of courses ratio (HS only)Percent students of color enrolled in advanced coursework (HS only)
Student to number of courses ratio (HS only)Percent students of color enrolled in advanced coursework (HS only)
Student to number of courses ratio (HS only)Percent students of color enrolled in advanced coursework (HS only)
Student to number of courses ratio (HS only)Percent students of color enrolled in advanced coursework (HS only)
Student to number of courses ratio (HS only)Percent students of color enrolled in advanced coursework (HS only)
a-curv-i5a-curv-i4
X
X
#N/A
536.4
ratiopercentage
2.98
2.99
3.49
3.5
3.99
4
4.6
4.61
142
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
Admin Data
TRUE
TRUE
Student to number of electives ratio (completely free choice) (HS only)Student to number of courses ratio (HS only)
Student to number of electives ratio (completely free choice) (HS only)Student to number of courses ratio (HS only)
Student to number of electives ratio (completely free choice) (HS only)Student to number of courses ratio (HS only)
Student to number of electives ratio (completely free choice) (HS only)Student to number of courses ratio (HS only)
Student to number of electives ratio (completely free choice) (HS only)Student to number of courses ratio (HS only)
Student to number of electives ratio (completely free choice) (HS only)Student to number of courses ratio (HS only)
Student to number of electives ratio (completely free choice) (HS only)Student to number of courses ratio (HS only)
Student to number of electives ratio (completely free choice) (HS only)Student to number of courses ratio (HS only)
a-curv-i6a-curv-i5
X
X
#N/A
25
ratio
2.98
2.99
3.49
3.5
3.99
4
4.6
4.61
143
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
TeachersAdmin Data
TRUE
TRUE
Overall, how rigorous is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
Overall, how rigorous is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
Overall, how rigorous is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
Overall, how rigorous is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
Overall, how rigorous is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
Overall, how rigorous is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
Overall, how rigorous is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
Overall, how rigorous is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
t-curv-q1a-curv-i6
X
X
#N/A
2
ratio
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.6
4.61
144
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
Teachers
TRUE
TRUE
How coherent is the curriculum that you are expected to teach?Overall, how rigorous is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?Overall, how rigorous is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?Overall, how rigorous is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?Overall, how rigorous is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?Overall, how rigorous is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?Overall, how rigorous is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?Overall, how rigorous is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?Overall, how rigorous is the curriculum that you are expected to teach?
t-curv-q2t-curv-q1
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
145
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
Teachers
TRUE
TRUE
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?How coherent is the curriculum that you are expected to teach?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?How coherent is the curriculum that you are expected to teach?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?How coherent is the curriculum that you are expected to teach?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?How coherent is the curriculum that you are expected to teach?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?How coherent is the curriculum that you are expected to teach?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?How coherent is the curriculum that you are expected to teach?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?How coherent is the curriculum that you are expected to teach?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?How coherent is the curriculum that you are expected to teach?
t-curv-q3t-curv-q2
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
146
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
Teachers
TRUE
TRUE
How well-rounded is the curriculum that you and your colleagues teach?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How well-rounded is the curriculum that you and your colleagues teach?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How well-rounded is the curriculum that you and your colleagues teach?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How well-rounded is the curriculum that you and your colleagues teach?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How well-rounded is the curriculum that you and your colleagues teach?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How well-rounded is the curriculum that you and your colleagues teach?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How well-rounded is the curriculum that you and your colleagues teach?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How well-rounded is the curriculum that you and your colleagues teach?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
t-curv-q4t-curv-q3
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
156
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Co-Curricular ActivitiesCultural Responsiveness
Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
3B-iii3B-ii
Admin DataTeachers
Census
TRUE
TRUE
Student to co-curricular activities ratio (HS only)How motivated are you to integrate culturally diverse content in your classroom?
Student to co-curricular activities ratio (HS only)How motivated are you to integrate culturally diverse content in your classroom?
Student to co-curricular activities ratio (HS only)How motivated are you to integrate culturally diverse content in your classroom?
Student to co-curricular activities ratio (HS only)How motivated are you to integrate culturally diverse content in your classroom?
Student to co-curricular activities ratio (HS only)How motivated are you to integrate culturally diverse content in your classroom?
Student to co-curricular activities ratio (HS only)How motivated are you to integrate culturally diverse content in your classroom?
Student to co-curricular activities ratio (HS only)How motivated are you to integrate culturally diverse content in your classroom?
Student to co-curricular activities ratio (HS only)How motivated are you to integrate culturally diverse content in your classroom?
a-cocu-i1t-cure-q4
X
X
#N/A
57
ratio
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.6
4.61
157
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community SupportLearning Resources
3C3B
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).
3C-i3B-iii
TeachersAdmin Data
Census
TRUE
TRUE
How often do you connect with parents at your school?Student to co-curricular activities ratio (HS only)
How often do you connect with parents at your school?Student to co-curricular activities ratio (HS only)
How often do you connect with parents at your school?Student to co-curricular activities ratio (HS only)
How often do you connect with parents at your school?Student to co-curricular activities ratio (HS only)
How often do you connect with parents at your school?Student to co-curricular activities ratio (HS only)
How often do you connect with parents at your school?Student to co-curricular activities ratio (HS only)
How often do you connect with parents at your school?Student to co-curricular activities ratio (HS only)
How often do you connect with parents at your school?Student to co-curricular activities ratio (HS only)
t-peng-q1a-cocu-i1
X
X
#N/A
57
ratio
2.182.98
2.192.99
2.693.49
2.73.5
3.193.99
3.24
4.44.6
4.414.61
158
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Family-School Relationships
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-i
Teachers
TRUE
TRUE
How involved have parents been in fundraising efforts at your school?How often do you connect with parents at your school?
How involved have parents been in fundraising efforts at your school?How often do you connect with parents at your school?
How involved have parents been in fundraising efforts at your school?How often do you connect with parents at your school?
How involved have parents been in fundraising efforts at your school?How often do you connect with parents at your school?
How involved have parents been in fundraising efforts at your school?How often do you connect with parents at your school?
How involved have parents been in fundraising efforts at your school?How often do you connect with parents at your school?
How involved have parents been in fundraising efforts at your school?How often do you connect with parents at your school?
How involved have parents been in fundraising efforts at your school?How often do you connect with parents at your school?
t-peng-q2t-peng-q1
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
159
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Family-School Relationships
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-i
Teachers
TRUE
TRUE
How involved have parents been with parent groups at your school?How involved have parents been in fundraising efforts at your school?
How involved have parents been with parent groups at your school?How involved have parents been in fundraising efforts at your school?
How involved have parents been with parent groups at your school?How involved have parents been in fundraising efforts at your school?
How involved have parents been with parent groups at your school?How involved have parents been in fundraising efforts at your school?
How involved have parents been with parent groups at your school?How involved have parents been in fundraising efforts at your school?
How involved have parents been with parent groups at your school?How involved have parents been in fundraising efforts at your school?
How involved have parents been with parent groups at your school?How involved have parents been in fundraising efforts at your school?
How involved have parents been with parent groups at your school?How involved have parents been in fundraising efforts at your school?
t-peng-q3t-peng-q2
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
160
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Family-School Relationships
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-i
Teachers
TRUE
TRUE
How often does the average parent help out at your school?How involved have parents been with parent groups at your school?
How often does the average parent help out at your school?How involved have parents been with parent groups at your school?
How often does the average parent help out at your school?How involved have parents been with parent groups at your school?
How often does the average parent help out at your school?How involved have parents been with parent groups at your school?
How often does the average parent help out at your school?How involved have parents been with parent groups at your school?
How often does the average parent help out at your school?How involved have parents been with parent groups at your school?
How often does the average parent help out at your school?How involved have parents been with parent groups at your school?
How often does the average parent help out at your school?How involved have parents been with parent groups at your school?
t-peng-q4t-peng-q3
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
161
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Family-School Relationships
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-i
ParentsTeachers
New scale - teacher communication
TRUE
TRUE
How often does the average parent help out at your school?
There are adequate opportunities to meet with my
child(ren)'s teacher(s), e.g., parent-teacher conferences?How often does the average parent help out at your school?
How often does the average parent help out at your school?
How often does the average parent help out at your school?
How often does the average parent help out at your school?
How often does the average parent help out at your school?
How often does the average parent help out at your school?
How often does the average parent help out at your school?
p-tcom-q1t-peng-q4
Q20#N/A
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
162
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Family-School Relationships
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-i
Parents
New scale - teacher communication
TRUE
TRUE
There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?There are adequate opportunities to meet with my
child(ren)'s teacher(s), e.g., parent-teacher conferences?
p-tcom-q2p-tcom-q1
Q20
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
165
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Teachers
TRUE
TRUE
How effectively does this school respond to the needs and values of the surrounding community?How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school respond to the needs and values of the surrounding community?How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school respond to the needs and values of the surrounding community?How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school respond to the needs and values of the surrounding community?How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school respond to the needs and values of the surrounding community?How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school respond to the needs and values of the surrounding community?How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school respond to the needs and values of the surrounding community?How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school respond to the needs and values of the surrounding community?How effectively does this school connect with immigrant families, providing translation when necessary?
t-ceng-q2t-ceng-q1
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
166
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Teachers
TRUE
TRUE
To what extent are all groups of parents represented in the governance of the school?How effectively does this school respond to the needs and values of the surrounding community?
To what extent are all groups of parents represented in the governance of the school?How effectively does this school respond to the needs and values of the surrounding community?
To what extent are all groups of parents represented in the governance of the school?How effectively does this school respond to the needs and values of the surrounding community?
To what extent are all groups of parents represented in the governance of the school?How effectively does this school respond to the needs and values of the surrounding community?
To what extent are all groups of parents represented in the governance of the school?How effectively does this school respond to the needs and values of the surrounding community?
To what extent are all groups of parents represented in the governance of the school?How effectively does this school respond to the needs and values of the surrounding community?
To what extent are all groups of parents represented in the governance of the school?How effectively does this school respond to the needs and values of the surrounding community?
To what extent are all groups of parents represented in the governance of the school?How effectively does this school respond to the needs and values of the surrounding community?
t-ceng-q3t-ceng-q2
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
167
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Teachers
TRUE
TRUE
Overall, how effectively does this school connect with the community?To what extent are all groups of parents represented in the governance of the school?
Overall, how effectively does this school connect with the community?To what extent are all groups of parents represented in the governance of the school?
Overall, how effectively does this school connect with the community?To what extent are all groups of parents represented in the governance of the school?
Overall, how effectively does this school connect with the community?To what extent are all groups of parents represented in the governance of the school?
Overall, how effectively does this school connect with the community?To what extent are all groups of parents represented in the governance of the school?
Overall, how effectively does this school connect with the community?To what extent are all groups of parents represented in the governance of the school?
Overall, how effectively does this school connect with the community?To what extent are all groups of parents represented in the governance of the school?
Overall, how effectively does this school connect with the community?To what extent are all groups of parents represented in the governance of the school?
t-ceng-q4t-ceng-q3
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
168
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
ParentsTeachers
Confirmed by EFA
TRUE
TRUE
Overall, how effectively does this school connect with the community?
I know who to contact when I have a school-related
question.Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
p-comm-q1t-ceng-q4
Q17#N/A
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
169
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Parents
confirmed by EFAConfirmed by EFA
TRUE
TRUE
I know how to find important information and news about
my child(ren)'s school.I know who to contact when I have a school-related
question.
p-comm-q2p-comm-q1
Q31Q17
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
170
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Parents
confirmed by EFA
TRUE
TRUE
In general, when I ask a question, I get a response in a
timely fashion.I know how to find important information and news about
my child(ren)'s school.
p-comm-q3p-comm-q2
Q66Q31
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
171
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Parents
confirmed by EFA
TRUE
TRUE
The current emailed newsletters (from the principal,
superintendent, PTO, school counselors, etc.) are effective
in sharing information with the community.In general, when I ask a question, I get a response in a
timely fashion.
p-comm-q4p-comm-q3
Q33Q66
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
172
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Parents
Confirmed by EFAconfirmed by EFA
TRUE
TRUE
I feel welcome at my child(ren)'s school, e.g., when I visit for
events or drop in to ask a question.The current emailed newsletters (from the principal,
superintendent, PTO, school counselors, etc.) are effective
in sharing information with the community.
p-valm-q1p-comm-q4
Q24Q33
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
173
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Parents
Confirmed by EFA
TRUE
TRUE
I have opportunities to participate in making decisions that
affect the school community, e.g., planning a school event,
spending PTA funds, reviewing school improvement plans,
hiring key school or district leaders.I feel welcome at my child(ren)'s school, e.g., when I visit for
events or drop in to ask a question.
p-valm-q2p-valm-q1
Q26Q24
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
174
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Parents
Confirmed by EFA
TRUE
TRUE
I feel comfortable sharing any concerns with the staff at my
child(ren)'s school.I have opportunities to participate in making decisions that
affect the school community, e.g., planning a school event,
spending PTA funds, reviewing school improvement plans,
hiring key school or district leaders.
p-valm-q3p-valm-q2
Q25Q26
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
175
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
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
Parents
Confirmed by EFA
TRUE
TRUE
The staff at my child(ren)'s school value me as a partner in
my child's learning.I feel comfortable sharing any concerns with the staff at my
child(ren)'s school.
p-valm-q4p-valm-q3
Q45Q25
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
176
Academic LearningResources
43
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
PerformanceCommunity Support
4A3C
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
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 degree to which the school is responsive to equity issues in its community.
4A-i3C-ii
Admin DataParents
Benchmark is the statewide average 9th grade passing rate in the 21-22 school yearConfirmed by EFA
TRUE
TRUE
9th grade passing rate
9th grade passing rateThe staff at my child(ren)'s school value me as a partner in
my child's learning.
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-i1p-valm-q4
X
#N/AQ45
Update survey item ID in qualtrics
75.8
percentage
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.54.4
4.514.41
177
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
Admin Data
Constructed by MCIEA staffBenchmark is the statewide average 9th grade passing rate in the 21-22 school year
TRUE
FALSETRUE
9th grade passing rate
9th grade passing rate
Percent students who fail 2 core courses (HS only)Percent students who fail 1 core course (HS only)
Percent students who fail 2 core courses (HS only)Percent students who fail 1 core course (HS only)
Percent students who fail 2 core courses (HS only)Percent students who fail 1 core course (HS only)
Percent students who fail 2 core courses (HS only)Percent students who fail 1 core course (HS only)
Percent students who fail 2 core courses (HS only)Percent students who fail 1 core course (HS only)
Percent students who fail 2 core courses (HS only)Percent students who fail 1 core course (HS only)
a-ovpe-i2a-ovpe-i1
X
#N/A
175.8
percentage
2.98
2.99
3.49
3.5
3.99
4
4.5
4.51
178
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
TeachersAdmin Data
Constructed by MCIEA staff
TRUE
TRUEFALSE
Relative to what you know of students this age, how academically able are your students?
Relative to what you know of students this age, how academically able are your students?
Relative to what you know of students this age, how academically able are your students?Percent students who fail 2 core courses (HS only)
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Percent students who fail 2 core courses (HS only)
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Percent students who fail 2 core courses (HS only)
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Percent students who fail 2 core courses (HS only)
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Percent students who fail 2 core courses (HS only)
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Percent students who fail 2 core courses (HS only)
t-sach-q1a-ovpe-i2
X
#N/A
1
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.5
4.51
179
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
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?Relative to what you know of students this age, how academically able are your students?
If student work from your classes was compared with work from "average" classes of the same grades/subjects in your state, how do you think an objective observer would rate the work?Relative to what you know of students this age, how academically able are your students?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?Relative to what you know of students this age, how academically able are your students?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?Relative to what you know of students this age, how much effort did your students put forth in your class this year?
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?Relative to what you know of students this age, how much effort did your students put forth in your class this year?
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?Relative to what you know of students this age, how much effort did your students put forth in your class this year?
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?Relative to what you know of students this age, how much effort did your students put forth in your class this year?
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?Relative to what you know of students this age, how much effort did your students put forth in your class this year?
t-sach-q2t-sach-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
180
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
Teachers
TRUE
TRUE
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If an observer sat in on one of your classes for a week, how would she or he rate your students?If student work from your classes was compared with work from "average" classes of the same grades/subjects in your state, how do you think an objective observer would rate the work?
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If an observer sat in on one of your classes for a week, how would she or he rate your students?If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If an observer sat in on one of your classes for a week, how would she or he rate your students?If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If an observer sat in on one of your classes for a week, how would she or he rate your students?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-q3t-sach-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
181
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
ParentsTeachers
Confirmed by EFA
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?
My child(ren) are learning at school.If an observer sat in on one of your classes for a week, how would she or he rate your students?
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If an observer sat in on one of your classes for a week, 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?
p-acpr-q1t-sach-q3
Q35#N/A
Update survey item ID in qualtrics
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
182
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
Parents
Confirmed by EFA
TRUE
TRUE
My child(ren) are learning skills they will need later in life.My child(ren) are learning at school.
p-acpr-q2p-acpr-q1
Q36Q35
Update survey item ID in qualtrics
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
183
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
Parents
Confirmed by EFA
TRUE
TRUE
My child(ren) are engaged in challenging academic work
on a regular basis in school.My child(ren) are learning skills they will need later in life.
p-acpr-q3p-acpr-q2
Q38Q36
Update survey item ID in qualtrics
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
184
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
Parents
Confirmed by EFA
TRUE
TRUE
My child(ren) are excited to engage in activities and
learning at school.My child(ren) are engaged in challenging academic work
on a regular basis in school.
p-acpr-q4p-acpr-q3
Q103Q38
Update survey item ID in qualtrics
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
185
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Performance GrowthOverall Performance
Includes an asessment of student progression towards key learning goals. Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-ii4A-i
No sourceParents
Confirmed by EFA
FALSETRUE
FALSETRUE
Performance Growth
Performance GrowthMy child(ren) are excited to engage in activities and
learning at school.
Performance Growth
Performance Growth
Performance Growth
Performance Growth
Performance Growth
Performance Growth
n/ap-acpr-q4
#N/AQ103
Update survey item ID in qualtrics
n/a
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.5
4.51
186
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To LearningPerformance
4B4A
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Engagement In SchoolPerformance Growth
Draws on anonymous student reports about their level of focus, participation, and interest in class.Includes an asessment of student progression towards key learning goals.
4B-i4A-ii
StudentsNo source
TRUEFALSE
TRUEFALSE
How excited are you about going to this class?Performance Growth
How excited are you about going to this class?Performance Growth
How excited are you about going to this class?Performance Growth
How excited are you about going to this class?Performance Growth
How excited are you about going to this class?Performance Growth
How excited are you about going to this class?Performance Growth
How excited are you about going to this class?Performance Growth
How excited are you about going to this class?Performance Growth
s-sten-q1n/a
Q27#N/A
n/a
2.382.98
2.392.99
2.893.49
2.93.5
3.393.99
3.44
4.44.5
4.414.51
187
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
TRUE
TRUE
Overall, how interested are you in this class?How excited are you about going to this class?
Overall, how interested are you in this class?How excited are you about going to this class?
Overall, how interested are you in this class?How excited are you about going to this class?
Overall, how interested are you in this class?How excited are you about going to this class?
Overall, how interested are you in this class?How excited are you about going to this class?
Overall, how interested are you in this class?How excited are you about going to this class?
Overall, how interested are you in this class?How excited are you about going to this class?
Overall, how interested are you in this class?How excited are you about going to this class?
s-sten-q2s-sten-q1
X
Q28Q27
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
188
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
TRUE
TRUE
How often do you get so focused on class activities that you lose track of time?Overall, how interested are you in this class?
How often do you get so focused on class activities that you lose track of time?Overall, how interested are you in this class?
How often do you get so focused on class activities that you lose track of time?Overall, how interested are you in this class?
How often do you get so focused on class activities that you lose track of time?Overall, how interested are you in this class?
How often do you get so focused on class activities that you lose track of time?Overall, how interested are you in this class?
How often do you get so focused on class activities that you lose track of time?Overall, how interested are you in this class?
How often do you get so focused on class activities that you lose track of time?Overall, how interested are you in this class?
How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE)Overall, how interested are you in this class?
s-sten-q3s-sten-q2
X
Q29Q28
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
189
Perceptions of LearningAcademic Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSETRUE
TRUE
The school day goes by fast.How often do you get so focused on class activities that you lose track of time?
The school day goes by fast.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-es1s-sten-q3
Q29
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es1
190
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
I like my class.The school day goes by fast.
I like my class.The school day goes by fast.
s-sten-es2s-sten-es1
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es2s-sten-es1
191
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
I am excited to come to school.I like my class.
I am excited to come to school.I like my class.
s-sten-es3s-sten-es2
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es3s-sten-es2
192
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
I get to learn about things that I am interested in at my school.I am excited to come to school.
I get to learn about things that I am interested in at my school.I am excited to come to school.
s-sten-es4s-sten-es3
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es4s-sten-es3
193
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
Most of the time, I am excited about learning.I get to learn about things that I am interested in at my school.
Most of the time, I am excited about learning.I get to learn about things that I am interested in at my school.
s-sten-es5s-sten-es4
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es5s-sten-es4
194
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
There are times when I have choices about what I learn.Most of the time, I am excited about learning.
There are times when I have choices about what I learn.Most of the time, I am excited about learning.
s-sten-es6s-sten-es5
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es6s-sten-es5
195
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
There are times when I get to share my ideas with my classmates.There are times when I have choices about what I learn.
There are times when I get to share my ideas with my classmates.There are times when I have choices about what I learn.
s-sten-es7s-sten-es6
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es7s-sten-es6
196
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.
Degree CompletionEngagement In School
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-ii4B-i
Admin DataStudents
MA DESE, 2019-20
TRUEFALSE
TRUE
4-year on-time graduation rate (HS only)There are times when I get to share my ideas with my classmates.
4-year on-time graduation rate (HS only)There are times when I get to share my ideas with my classmates.
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-i1s-sten-es7
X
#N/A
80
percentage
2.982.38
2.992.39
3.492.89
3.52.9
3.993.39
43.4
4.4
4.41
s-sten-es7
197
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Degree Completion
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
4B-ii
Admin Data
NCES, 2016MA DESE, 2019-20
TRUE
TRUE
Percent students retained in a grade4-year on-time graduation rate (HS only)
Percent students retained in a grade4-year on-time graduation rate (HS only)
Percent students retained in a grade4-year on-time graduation rate (HS only)
Percent students retained in a grade4-year on-time graduation rate (HS only)
Percent students retained in a grade4-year on-time graduation rate (HS only)
Percent students retained in a grade4-year on-time graduation rate (HS only)
Percent students retained in a grade4-year on-time graduation rate (HS only)
Percent students retained in a grade4-year on-time graduation rate (HS only)
a-degr-i2a-degr-i1
X
X
#N/A
280
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
200
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
Problem Solving Emphasis
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-i
Teachers
TRUE
TRUE
How often do students apply ideas they have learned to new situations?How often do students at your school come up with their own interpretations of material?
How often do students apply ideas they have learned to new situations?How often do students at your school come up with their own interpretations of material?
How often do students apply ideas they have learned to new situations?How often do students at your school come up with their own interpretations of material?
How often do students apply ideas they have learned to new situations?How often do students at your school come up with their own interpretations of material?
How often do students apply ideas they have learned to new situations?How often do students at your school come up with their own interpretations of material?
How often do students apply ideas they have learned to new situations?How often do students at your school come up with their own interpretations of material?
How often do students apply ideas they have learned to new situations?How often do students at your school come up with their own interpretations of material?
How often do students apply ideas they have learned to new situations?How often do students at your school come up with their own interpretations of material?
t-psol-q2t-psol-q1
#N/A
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
201
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
Problem Solving Emphasis
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-i
Teachers
TRUE
TRUE
How often do students collaborate in class to solve complex problems either online or in person?How often do students apply ideas they have learned to new situations?
How often do students collaborate in class to solve complex problems?How often do students apply ideas they have learned to new situations?
How often do students collaborate in class to solve complex problems either online or in person?How often do students apply ideas they have learned to new situations?
How often do students collaborate in class to solve complex problems either online or in person?How often do students apply ideas they have learned to new situations?
How often do students collaborate in class to solve complex problems either online or in person?How often do students apply ideas they have learned to new situations?
How often do students collaborate in class to solve complex problems?How often do students apply ideas they have learned to new situations?
How often do students collaborate in class to solve complex problems?How often do students apply ideas they have learned to new situations?
How often do students collaborate in class to solve complex problems?How often do students apply ideas they have learned to new situations?
t-psol-q3t-psol-q2
#N/A
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
202
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
Problem Solving SkillsProblem Solving Emphasis
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-ii4C-i
No sourceTeachers
FALSETRUE
FALSETRUE
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 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?
n/at-psol-q3
#N/A
n/a
n/a
2.982.38
2.992.39
3.492.89
3.52.9
3.993.39
43.4
4.4
4.41
203
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
College & Career ReadinessCritical Thinking
4D4C
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
College & Career PlacementProblem Solving Skills
Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.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.
4D-i4C-ii
Admin DataNo source
NCES, 2016
TRUEFALSE
TRUEFALSE
Placement in college or career (HS only)
Placement in college or career (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
a-cgpr-i1n/a
X
#N/A
65.6n/a
percentagen/a
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
204
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
College & Career Readiness
4D
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.
Career PreparationCollege & Career Placement
Tracks student access to career technical education courses.Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.
4D-ii4D-i
Admin Data
Constructed by MCIEA staffNCES, 2016
TRUE
FALSETRUE
Placement in college or career (HS only)
Placement in college or career (HS only)
Percent positive work placement (HS only)College enrollment rate (HS only)
Percent positive work placement (HS only)College enrollment rate (HS only)
Percent positive work placement (HS only)College enrollment rate (HS only)
Percent positive work placement (HS only)College enrollment rate (HS only)
Percent positive work placement (HS only)College enrollment rate (HS only)
Percent positive work placement (HS only)College enrollment rate (HS only)
a-cppm-i1a-cgpr-i1
X
#N/A
8565.6
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
205
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
College & Career Readiness
4D
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.
Career Preparation
Tracks student access to career technical education courses.
4D-ii
Admin Data
Constructed by MCIEA staff
TRUE
TRUEFALSE
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)Percent positive work placement (HS only)
Student to career-technical education courses (HS only)Percent positive work placement (HS only)
Student to career-technical education courses (HS only)Percent positive work placement (HS only)
Student to career-technical education courses (HS only)Percent positive work placement (HS only)
Student to career-technical education courses (HS only)Percent positive work placement (HS only)
Student to career-technical education courses (HS only)Percent positive work placement (HS only)
a-cppm-i2a-cppm-i1
X
X
#N/A
585
ratiopercentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
206
Community & WellbeingAcademic Learning
54
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Civic EngagementCollege & Career Readiness
5A4D
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.
Appreciation For DiversityCareer Preparation
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.Tracks student access to career technical education courses.
5A-i4D-ii
StudentsAdmin Data
TRUE
TRUE
How often do you try to think of more than one explanation for why someone else acted as they did?Student to career-technical education courses (HS only)
How often do you try to think of more than one explanation for why someone else acted as they did?Student to career-technical education courses (HS only)
How often do you try to think of more than one explanation for why someone else acted as they did?Student to career-technical education courses (HS only)
How often do you try to think of more than one explanation for why someone else acted as they did?Student to career-technical education courses (HS only)
How often do you try to think of more than one explanation for why someone else acted as they did?Student to career-technical education courses (HS only)
How often do you try to think of more than one explanation for why someone else acted as they did?Student to career-technical education courses (HS only)
How often do you try to think of more than one explanation for why someone else acted as they did?Student to career-technical education courses (HS only)
How often do you try to think of more than one explanation for why someone else acted as they did?Student to career-technical education courses (HS only)
s-sper-q1a-cppm-i2
X
X
Q59#N/A
5
ratio
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.4
4.41
207
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
Students
TRUE
TRUE
Overall, how often do you try to understand the point of view of other people?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how often do you try to understand the point of view of other people?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how often do you try to understand the point of view of other people?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how often do you try to understand the point of view of other people?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how often do you try to understand the point of view of other people?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how often do you try to understand the point of view of other people?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how often do you try to understand the point of view of other people?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how often do you try to understand the point of view of other people?How often do you try to think of more than one explanation for why someone else acted as they did?
s-sper-q2s-sper-q1
Q60Q59
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
208
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
Students
TRUE
TRUE
How often do you try to figure out what motivates others to behave as they do?Overall, how often do you try to understand the point of view of other people?
How often do you try to figure out what motivates others to behave as they do?Overall, how often do you try to understand the point of view of other people?
How often do you try to figure out what motivates others to behave as they do?Overall, how often do you try to understand the point of view of other people?
How often do you try to figure out what motivates others to behave as they do?Overall, how often do you try to understand the point of view of other people?
How often do you try to figure out what motivates others to behave as they do?Overall, how often do you try to understand the point of view of other people?
How often do you try to figure out what motivates others to behave as they do?Overall, how often do you try to understand the point of view of other people?
How often do you try to figure out what motivates others to behave as they do?Overall, how often do you try to understand the point of view of other people?
How often do you try to figure out what motivates others to behave as they do?Overall, how often do you try to understand the point of view of other people?
s-sper-q3s-sper-q2
Q61Q60
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
209
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
Students
TRUE
TRUE
In general, how often do you try to understand how other people see things?How often do you try to figure out what motivates others to behave as they do?
In general, how often do you try to understand how other people see things?How often do you try to figure out what motivates others to behave as they do?
In general, how often do you try to understand how other people see things?How often do you try to figure out what motivates others to behave as they do?
In general, how often do you try to understand how other people see things?How often do you try to figure out what motivates others to behave as they do?
In general, how often do you try to understand how other people see things?How often do you try to figure out what motivates others to behave as they do?
In general, how often do you try to understand how other people see things?How often do you try to figure out what motivates others to behave as they do?
In general, how often do you try to understand how other people see things?How often do you try to figure out what motivates others to behave as they do?
In general, how often do you try to understand how other people see things?How often do you try to figure out what motivates others to behave as they do?
s-sper-q4s-sper-q3
X
Q62Q61
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
210
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
Civic ParticipationAppreciation For Diversity
Draws on anonymous student reports about their commitment to social awareness and community improvement.Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-ii5A-i
Students
TRUE
TRUE
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?In general, how often do you try to understand how other people see things?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?In general, how often do you try to understand how other people see things?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?In general, how often do you try to understand how other people see things?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?In general, how often do you try to understand how other people see things?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?In general, how often do you try to understand how other people see things?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?In general, how often do you try to understand how other people see things?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?In general, how often do you try to understand how other people see things?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?In general, how often do you try to understand how other people see things?
s-civp-q1s-sper-q4
X
Q30Q62
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
211
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
Students
TRUE
TRUE
How important is it to you to get involved in improving your community?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How important is it to you to get involved in improving your community?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How important is it to you to get involved in improving your community?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How important is it to you to get involved in improving your community?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How important is it to you to get involved in improving your community?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How important is it to you to get involved in improving your community?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How important is it to you to get involved in improving your community?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How important is it to you to get involved in improving your community?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
s-civp-q2s-civp-q1
Q31Q30
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
212
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
Students
TRUE
TRUE
How important is it to you to actively challenge inequalities in society?How important is it to you to get involved in improving your community?
How important is it to you to actively challenge inequalities in society?How important is it to you to get involved in improving your community?
How important is it to you to actively challenge inequalities in society?How important is it to you to get involved in improving your community?
How important is it to you to actively challenge inequalities in society?How important is it to you to get involved in improving your community?
How important is it to you to actively challenge inequalities in society?How important is it to you to get involved in improving your community?
How important is it to you to actively challenge inequalities in society?How important is it to you to get involved in improving your community?
How important is it to you to actively challenge inequalities in society?How important is it to you to get involved in improving your community?
How important is it to you to actively challenge inequalities in society?How important is it to you to get involved in improving your community?
s-civp-q3s-civp-q2
Q32Q31
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
213
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
Students
TRUE
TRUE
How important is it to you to take action when something in society needs changing?How important is it to you to actively challenge inequalities in society?
How important is it to you to take action when something in society needs changing?How important is it to you to actively challenge inequalities in society?
How important is it to you to take action when something in society needs changing?How important is it to you to actively challenge inequalities in society?
How important is it to you to take action when something in society needs changing?How important is it to you to actively challenge inequalities in society?
How important is it to you to take action when something in society needs changing?How important is it to you to actively challenge inequalities in society?
How important is it to you to take action when something in society needs changing?How important is it to you to actively challenge inequalities in society?
How important is it to you to take action when something in society needs changing?How important is it to you to actively challenge inequalities in society?
How important is it to you to take action when something in society needs changing?How important is it to you to actively challenge inequalities in society?
s-civp-q4s-civp-q3
X
Q33Q32
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
224
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
Participation In Creative & Performing Arts
Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.
5C-i
TeachersStudents
TRUE
TRUE
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?In a typical week, how much time do you spend in creative arts instruction or activities?
t-expa-q2s-expa-q1
X
#N/AQ68
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
225
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
Participation In Creative & Performing Arts
Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.
5C-i
Teachers
TRUE
TRUE
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
t-expa-q3t-expa-q2
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
226
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
Valuing Creative & Performing ArtsParticipation In Creative & Performing Arts
Draws on anonymous student reports about their interest in creative or performing arts.Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.
5C-ii5C-i
StudentsTeachers
TRUE
TRUE
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
If your friends or family wanted to go to an art museum, how interested would you be in going?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
If your friends or family wanted to go to an art museum, how interested would you be in going?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
If your friends or family wanted to go to an art museum, how interested would you be in going?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
s-appa-q1t-expa-q3
X
Q37#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
227
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
Valuing Creative & Performing Arts
Draws on anonymous student reports about their interest in creative or performing arts.
5C-ii
Students
TRUE
TRUE
If your friends or family wanted to go to hear people play music, how interested would you be in going?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
If your friends or family wanted to go to hear people play music, how interested would you be in going?If your friends or family wanted to go to an art museum, how interested would you be in going?
If your friends or family wanted to go to hear people play music, how interested would you be in going?If your friends or family wanted to go to an art museum, how interested would you be in going?
If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)If your friends or family wanted to go to an art museum, how interested would you be in going?
s-appa-q2s-appa-q1
X
Q38Q37
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
228
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
Valuing Creative & Performing Arts
Draws on anonymous student reports about their interest in creative or performing arts.
5C-ii
Students
TRUE
TRUE
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?If your friends or family wanted to go to hear people play music, how interested would you be in going?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?If your friends or family wanted to go to hear people play music, how interested would you be in going?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?If your friends or family wanted to go to hear people play music, how interested would you be in going?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?If your friends or family wanted to go to hear people play music, how interested would you be in going?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?If your friends or family wanted to go to hear people play music, how interested would you be in going?
If your friends or family wanted to go to a play, how interested would you be in going?If your friends or family wanted to go to hear people play music, how interested would you be in going?
If your friends or family wanted to go to a play, how interested would you be in going?If your friends or family wanted to go to hear people play music, how interested would you be in going?
If your friends or family wanted to go to a play, how interested would you be in going?If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)
s-appa-q3s-appa-q2
Q39Q38
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
229
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
HealthCreative & Performing Arts
5D5C
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
Social & Emotional HealthValuing Creative & Performing Arts
Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous student reports about their interest in creative or performing arts.
5D-i5C-ii
Students
TRUE
TRUE
On a typical day in school, how stressed do you feel about your schoolwork?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
On a typical day in school, how stressed do you feel about your schoolwork?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
On a typical day in school, how stressed do you feel about your schoolwork?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
On a typical day in school, how stressed do you feel about your schoolwork?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
On a typical day in school, how stressed do you feel about your schoolwork?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
On a typical day in school, how stressed do you feel about your schoolwork?If your friends or family wanted to go to a play, how interested would you be in going?
How much does your school work make you feel stressed?If your friends or family wanted to go to a play, how interested would you be in going?
Not in the 16-17 SurveysIf your friends or family wanted to go to a play, how interested would you be in going?
s-acst-q1s-appa-q3
X
Q135Q39
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
230
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Social & Emotional Health
Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.
5D-i
Students
TRUE
TRUE
When you take a test, how much do you worry about doing well?On a typical day in school, how stressed do you feel about your schoolwork?
When you take a test, how much do you worry about doing well?On a typical day in school, how stressed do you feel about your schoolwork?
When you take a test, how much do you worry about doing well?On a typical day in school, how stressed do you feel about your schoolwork?
When you take a test, how much do you worry about doing well?On a typical day in school, how stressed do you feel about your schoolwork?
When you take a test, how much do you worry about doing well?On a typical day in school, how stressed do you feel about your schoolwork?
When you take a test, how much do you worry about doing well?On a typical day in school, how stressed do you feel about your schoolwork?
When you take a test, how nervous do you feel about doing well?How much does your school work make you feel stressed?
nelson
10 months ago