Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,,,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,TRUE,Percentage teachers with 3+ years of experience,Percentage teachers with 3+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,a-exp-i1,,,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,,,Admin Data,"NCES, 2015-16",TRUE,TRUE,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,a-exp-i2,,,,,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,,,Admin Data,"NCES, 2015-16",FALSE,FALSE,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,,,Teachers,,TRUE,TRUE,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,t-prep-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,,,Teachers,,TRUE,TRUE,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,t-prep-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,,,Students,,TRUE,TRUE,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,s-vale-q4,,,,Q55,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,,,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 curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,s-vale-q2,,,,Q53,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,,,Students,,TRUE,TRUE,"Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?",s-vale-q1,,,,Q50,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,,,Students,,FALSE,TRUE,"I wonder about things, am curious, and want to learn more.","I wonder about things, am curious, and want to learn more.",,,,,,,s-vale-es8,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,,,Students,,FALSE,TRUE,I am a good citizen.,I am a good citizen.,,,,,,,s-vale-es7,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Teachers,,TRUE,TRUE,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Teachers,,TRUE,TRUE,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Teachers,,TRUE,TRUE,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Teachers,,TRUE,TRUE,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q4,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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.
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Students,,TRUE,TRUE,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,s-acpr-q1,,,X,Q22,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Students,,TRUE,TRUE,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",s-acpr-q2,,,,Q23,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Students,,TRUE,TRUE,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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,,,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent teacher returning (including retirement),Percent teacher returning (including retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),a-pcom-i1,,,,#N/A,,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,,,Admin Data,Ed Week,TRUE,TRUE,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,a-pcom-i2,X,,,#N/A,,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,,,Admin Data,Benchmark is the % of teachers of color statewide in the 21-22 school year ,TRUE,TRUE,% Teachers of Color,% Teachers of Color,,,,,,,a-pcom-i3,,,,#N/A,,12.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,,,Teachers,,TRUE,TRUE,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,t-pcom-q1,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,,,Teachers,,TRUE,TRUE,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,t-pcom-q2,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,,,Teachers,,TRUE,TRUE,"This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?",t-pcom-q3,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,,,Teachers,,TRUE,TRUE,"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.,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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?",How much does your school work make you feel stressed?,Not in the 16-17 Surveys,s-acst-q1,X,,,Q135,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how nervous do you feel about doing well?",Not in the 16-17 Surveys,s-acst-q2,X,,X,Q136,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?",How much do you think that your grades and test scores will determine your future?,How much do you think that your grades and test scores will determine your future?,Not in the 16-17 Surveys,s-acst-q3,X,,,Q137,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,,,Students,,TRUE,TRUE,"How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?",s-appa-q1,,,X,Q37,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,,,Students,,TRUE,TRUE,"If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)",s-appa-q2,,,,Q38,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,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—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?",s-appa-q3,,,,Q39,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,,,Students,,TRUE,TRUE,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",s-civp-q1,,,,Q30,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,,,Students,,TRUE,TRUE,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,s-civp-q2,,,,Q31,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,,,Students,,TRUE,TRUE,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,s-civp-q3,,,,Q32,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,,,Students,,TRUE,TRUE,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,s-civp-q4,,,X,Q33,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,,,Students,,TRUE,TRUE,"In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?",Not in the 16-17 Surveys,s-cure-q1,,,,Q129,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,,,Students,,TRUE,TRUE,"In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?",Not in the 16-17 Surveys,s-cure-q2,,,,Q130,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,,,Students,,TRUE,TRUE,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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,FALSE,TRUE,Some kids get picked on at my school.,Some kids get picked on at my school.,,,,,,,s-emsa-es1,X,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es1
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,FALSE,TRUE,"At my school, I see kids acting in an unsafe or unkind way.","At my school, I see kids acting in an unsafe or unkind way.",,,,,,,s-emsa-es2,X,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es2
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,FALSE,TRUE,"At my school, I see 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,,,Students,,TRUE,TRUE,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How worried are you that you will be bullied because of who you are?,s-emsa-q1,X,,X,Q7,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,TRUE,TRUE,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often do you think students at your school are bullied online?,s-emsa-q2,X,,,Q8,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,TRUE,TRUE,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE),s-emsa-q3,X,,,Q9,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,,,Students,,TRUE,TRUE,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",s-expa-q1,,,X,Q68,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,FALSE,TRUE,I am a scientist.,I am a scientist.,,,,,,,s-vale-es6,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,I am a mathematician.,I am a mathematician.,,,,,,,s-vale-es5,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,I am a reader.,I am a reader.,,,,,,,s-vale-es4,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,I enjoy learning new things at school.,I enjoy learning new things at school.,,,,,,,s-vale-es3,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,School is important to my family.,School is important to my family.,,,,,,,s-vale-es2,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,School is important to me.,School is important to me.,,,,,,,s-vale-es1,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,TRUE,TRUE,"If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?",s-tint-q5,,,,Q21,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Teachers,,TRUE,TRUE,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school?,How often are students bullied at school?,How often are students bullied at school?,t-pvic-q1,X,,,#N/A,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Teachers,,TRUE,TRUE,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,t-pvic-q2,X,,,#N/A,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Teachers,,TRUE,TRUE,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?",t-pvic-q3,,,,#N/A,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,TRUE,TRUE,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?",s-tint-q4,,,,Q20,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,TRUE,TRUE,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?",s-tint-q3,,,,Q19,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,TRUE,TRUE,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey),How interested is your teacher in what you do outside of class?,How interested is your teacher in what you do outside of class?,s-tint-q2,,,,Q18,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,TRUE,TRUE,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",s-tint-q1,,,X,Q17,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My school is kind to students who come from another country or speak another language. ,My school is kind to students who come from another country or speak another language. ,,,,,,,s-tint-es8,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es8
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,,,Students,,TRUE,TRUE,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?",s-grit-q1,,,X,Q63,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,,,Students,,TRUE,TRUE,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,s-grit-q2,,,,Q64,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,,,Students,,TRUE,TRUE,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",s-grit-q3,,,,Q65,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,,,Students,,TRUE,TRUE,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",s-grit-q4,,,,Q66,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,,,Students,,TRUE,TRUE,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,Not in the 16-17 Surveys,s-grmi-q1,,,,Q34,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,,,Students,,TRUE,TRUE,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,Not in the 16-17 Surveys,s-grmi-q2,,,X,Q35,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,,,Students,,TRUE,TRUE,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,Not in the 16-17 Surveys,s-grmi-q3,,,,Q127,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,Social Experiences - Parent,Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. ,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,Social Experiences - Parent,Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. ,Parents,New scale - Social experiences,TRUE,TRUE,"I am concerned about my child(ren)'s physical safety at
@ -67,111 +61,120 @@ to talk to at the school.",,,,,,,,p-sosu-q2,,,,Q10,Update survey item ID in qual
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,Social Support - Parent,"Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school. ",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,Social Support - Parent,"Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school. ",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-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My teachers help students when English is hard for them to speak or to understand. ,My teachers help students when English is hard for them to speak or to understand. ,,,,,,,s-tint-es7,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es7
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My teacher helps me when I have a problem. ,My teacher helps me when I have a problem. ,,,,,,,s-tint-es5,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es5
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My teacher listens to me when I talk to them.,My teacher listens to me when I talk to them.,,,,,,,s-tint-es4,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es4
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My teacher cares about me when I am sick or upset.,My teacher cares about me when I am sick or upset.,,,,,,,s-tint-es3,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es3
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My teacher asks what I like to do outside of school.,My teacher asks what I like to do outside of school.,,,,,,,s-tint-es2,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es2
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,I share what I do outside of school with my teacher.,I share what I do outside of school with my teacher.,,,,,,,s-tint-es1,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es1
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,,,Students,,TRUE,TRUE,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",s-sust-q2,,,,Q57,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,,,Students,,TRUE,TRUE,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",s-sust-q1,,,X,Q56,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,There are times when I get to share my ideas with my classmates.,There are times when I get to share my ideas with my classmates.,,,,,,,s-sten-es7,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es7
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,There are times when I have choices about what I learn.,There are times when I have choices about what I learn.,,,,,,,s-sten-es6,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es6
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,"Most of the time, I am excited about learning.","Most of the time, I am excited about learning.",,,,,,,s-sten-es5,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es5
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,I get to learn about things that I am interested in at my school.,I get to learn about things that I am interested in at my school.,,,,,,,s-sten-es4,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es4
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,I am excited to come to school.,I am excited to come to school.,,,,,,,s-sten-es3,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es3
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Teachers,,TRUE,TRUE,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,t-psup-q1,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Teachers,,TRUE,TRUE,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,t-psup-q2,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Teachers,,TRUE,TRUE,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,t-psup-q3,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Teachers,,TRUE,TRUE,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",t-psup-q4,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,I like my class.,I like my class.,,,,,,,s-sten-es2,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es2
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,The school day goes by fast.,The school day goes by fast.,,,,,,,s-sten-es1,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es1
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,"In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?",s-sper-q4,,,X,Q62,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,s-sper-q3,,,,Q61,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",s-sper-q2,,,,Q60,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,s-sper-q1,,,,Q59,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,s-sbel-q5,,,,Q49,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,s-sbel-q4,,,,Q48,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,s-sbel-q3,,,,Q46,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,"At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?",s-sbel-q2,,,X,Q45,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,"Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?",s-sbel-q1,,,,Q44,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,,,Students,,TRUE,TRUE,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE),How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE),Not in the 16-17 Surveys,s-grmi-q4,,,,Q36,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?",s-peff-q1,,,,Q10,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,"For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?",s-peff-q2,,,,Q11,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,"When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?",s-peff-q3,,,,Q12,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,s-peff-q4,,,,Q14,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,s-peff-q5,,,,Q15,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,s-peff-q6,,,X,Q16,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,,,Students,,TRUE,TRUE,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,s-phys-q1,X,,,Q40,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous 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,,,,,,,,,,,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,,,Students,,TRUE,TRUE,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,s-phys-q2,X,,,Q41,,,.,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,,,Students,,TRUE,TRUE,"Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how safe do you feel at school?","Overall, how safe do you feel at school?",s-phys-q3,,,,Q42,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,,,Students,,TRUE,TRUE,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,s-phys-q4,X,,X,Q43,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",s-poaf-q1,,,,Q69,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,s-poaf-q2,,,,Q70,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?",s-poaf-q3,,,X,Q71,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",s-poaf-q4,,,,Q72,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,I have friends in my classroom.,I have friends in my classroom.,,,,,,,s-sbel-es2,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,I have friends at recess.,I have friends at recess.,,,,,,,s-sbel-es3,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,Grownups at this school like me for who I am.,Grownups at this school like me for who I am.,,,,,,,s-sbel-es4,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,Students at this school like me for who I am,Students at this school like me for who I am,,,,,,,s-sbel-es5,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,Grownups treat students with respect.,Grownups treat students with respect.,,,,,,,s-sbel-es6,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,Students treat each other with respect.,Students treat each other with respect.,,,,,,,s-sbel-es7,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,There are grownups at my school who care about me.,There are grownups at my school who care about me.,,,,,,,s-sbel-es8,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,My teacher gives me help when I need it.,My teacher gives me help when I need it.,,,,,,,s-sbel-es9,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,"Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?",s-sbel-q1,,,,Q44,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,"At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?",s-sbel-q2,,,X,Q45,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,s-sbel-q3,,,,Q46,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,s-sbel-q4,,,,Q48,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,s-sbel-q5,,,,Q49,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,s-sper-q1,,,,Q59,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",s-sper-q2,,,,Q60,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,s-sper-q3,,,,Q61,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,"In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?",s-sper-q4,,,X,Q62,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,The school day goes by fast.,The school day goes by fast.,,,,,,,s-sten-es1,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es1
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,I like my class.,I like my class.,,,,,,,s-sten-es2,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es2
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,I am excited to come to school.,I am excited to come to school.,,,,,,,s-sten-es3,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es3
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,I get to learn about things that I am interested in at my school.,I get to learn about things that I am interested in at my school.,,,,,,,s-sten-es4,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es4
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,"Most of the time, I am excited about learning.","Most of the time, I am excited about learning.",,,,,,,s-sten-es5,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es5
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,There are times when I have choices about what I learn.,There are times when I have choices about what I learn.,,,,,,,s-sten-es6,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es6
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,FALSE,TRUE,There are times when I get to share my ideas with my classmates.,There are times when I get to share my ideas with my classmates.,,,,,,,s-sten-es7,,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es7
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,,,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,,,Students,,TRUE,TRUE,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",s-sust-q1,,,X,Q56,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,,,Students,,TRUE,TRUE,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",s-sust-q2,,,,Q57,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,I share what I do outside of school with my teacher.,I share what I do outside of school with my teacher.,,,,,,,s-tint-es1,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es1
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My teacher asks what I like to do outside of school.,My teacher asks what I like to do outside of school.,,,,,,,s-tint-es2,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es2
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My teacher cares about me when I am sick or upset.,My teacher cares about me when I am sick or upset.,,,,,,,s-tint-es3,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es3
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My teacher listens to me when I talk to them.,My teacher listens to me when I talk to them.,,,,,,,s-tint-es4,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es4
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My teacher helps me when I have a problem. ,My teacher helps me when I have a problem. ,,,,,,,s-tint-es5,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es5
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,,,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,a-vale-i1,X,,,#N/A,,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,,,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,a-vale-i2,,,,#N/A,,90,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,There are grownups at my school who care about me.,There are grownups at my school who care about me.,,,,,,,s-sbel-es8,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,Students treat each other with respect.,Students treat each other with respect.,,,,,,,s-sbel-es7,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,Grownups treat students with respect.,Grownups treat students with respect.,,,,,,,s-sbel-es6,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,Students at this school like me for who I am,Students at this school like me for who I am,,,,,,,s-sbel-es5,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,Grownups at this school like me for who I am.,Grownups at this school like me for who I am.,,,,,,,s-sbel-es4,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,I have friends at recess.,I have friends at recess.,,,,,,,s-sbel-es3,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,I have friends in my classroom.,I have friends in my classroom.,,,,,,,s-sbel-es2,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,FALSE,TRUE,My teacher gives all students help when they need it.,My teacher gives all students help when they need it.,,,,,,,s-sbel-es11,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student 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,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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",s-poaf-q4,,,,Q72,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?",s-poaf-q3,,,X,Q71,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,s-poaf-q2,,,,Q70,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",s-poaf-q1,,,,Q69,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,,,Students,,TRUE,TRUE,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,s-phys-q4,X,,X,Q43,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,,,Students,,TRUE,TRUE,"Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how safe do you feel at school?","Overall, how safe do you feel at school?",s-phys-q3,,,,Q42,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,,,Students,,TRUE,TRUE,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,s-phys-q2,X,,,Q41,,,.,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,,,Students,,TRUE,TRUE,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,s-phys-q1,X,,,Q40,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,s-peff-q6,,,X,Q16,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,s-peff-q5,,,,Q15,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Teachers,,TRUE,TRUE,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,Not in the 16-17 Surveys,t-acch-q1,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,Not in the 16-17 Surveys,t-acch-q2,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,Not in the 16-17 Surveys,t-acch-q3,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My teachers help students when English is hard for them to speak or to understand. ,My teachers help students when English is hard for them to speak or to understand. ,,,,,,,s-tint-es7,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es7
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,FALSE,TRUE,My school is kind to students who come from another country or speak another language. ,My school is kind to students who come from another country or speak another language. ,,,,,,,s-tint-es8,,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es8
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,TRUE,TRUE,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",s-tint-q1,,,X,Q17,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,TRUE,TRUE,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey),How interested is your teacher in what you do outside of class?,How interested is your teacher in what you do outside of class?,s-tint-q2,,,,Q18,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,TRUE,TRUE,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?",s-tint-q3,,,,Q19,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,TRUE,TRUE,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?",s-tint-q4,,,,Q20,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,,,Students,,TRUE,TRUE,"If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?",s-tint-q5,,,,Q21,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",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,,FALSE,TRUE,School is important to me.,School is important to me.,,,,,,,s-vale-es1,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,School is important to my family.,School is important to my family.,,,,,,,s-vale-es2,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,I enjoy learning new things at school.,I enjoy learning new things at school.,,,,,,,s-vale-es3,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,I am a reader.,I am a reader.,,,,,,,s-vale-es4,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,I am a mathematician.,I am a mathematician.,,,,,,,s-vale-es5,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,I am a scientist.,I am a scientist.,,,,,,,s-vale-es6,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,,,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,a-reso-i1,X,,,#N/A,,20,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,,,Teachers,,TRUE,TRUE,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,t-reso-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,,,Teachers,,TRUE,TRUE,How adequate is your access to the 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,FALSE,TRUE,I am a good citizen.,I am a good citizen.,,,,,,,s-vale-es7,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,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,,FALSE,TRUE,"I wonder about things, am curious, and want to learn more.","I wonder about things, am curious, and want to learn more.",,,,,,,s-vale-es8,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,,,Students,,TRUE,TRUE,"Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?",s-vale-q1,,,,Q50,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,,,Students,,TRUE,TRUE,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,s-vale-q2,,,,Q53,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,,,Students,,TRUE,TRUE,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,s-vale-q3,,,X,Q54,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,,,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,a-sust-i4,X,,,#N/A,,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,s-peff-q4,,,,Q14,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,"When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?",s-peff-q3,,,,Q12,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,,Teachers,,TRUE,TRUE,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,Not in the 16-17 Surveys,t-acch-q1,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,Not in the 16-17 Surveys,t-acch-q2,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,Not in the 16-17 Surveys,t-acch-q3,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color completing advanced coursework (HS only),Percent students of color completing advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),a-curv-i4,,X,,#N/A,,36.4,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color enrolled in advanced coursework (HS only),Percent students of color completing advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),a-curv-i4,,X,,#N/A,,36.4,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Admin Data,,TRUE,TRUE,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),a-curv-i5,X,X,,#N/A,,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Admin Data,,TRUE,TRUE,Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),a-curv-i6,X,X,,#N/A,,2,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Teachers,,TRUE,TRUE,"Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?",t-curv-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Teachers,,TRUE,TRUE,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,t-curv-q2,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Teachers,,TRUE,TRUE,"If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?",t-curv-q3,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Teachers,,TRUE,TRUE,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,t-curv-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",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,Percent students of color completing advanced coursework (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),a-curv-i7,X,X,,#N/A,,2,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,,,Admin Data,"MA DESE, 2019-20, state average",TRUE,TRUE,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,a-cure-i1,,,,#N/A,,0.26,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,"For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?",s-peff-q2,,,,Q11,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Students,,TRUE,TRUE,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?",s-peff-q1,,,,Q10,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,,,Students,,TRUE,TRUE,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE),How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE),Not in the 16-17 Surveys,s-grmi-q4,,,,Q36,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,,,Students,,TRUE,TRUE,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,Not in the 16-17 Surveys,s-grmi-q3,,,,Q127,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,,,Admin Data,Census,TRUE,TRUE,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),a-cocu-i1,X,X,,#N/A,,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,,,Admin Data,Census,TRUE,TRUE,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),a-cocu-i1,X,X,,#N/A,,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,,,Teachers,,TRUE,TRUE,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,t-peng-q1,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,,,Teachers,,TRUE,TRUE,How 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,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,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,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,No source,New scale - teacher communication,TRUE,FALSE,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,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,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.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Teachers,,TRUE,TRUE,"Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?",t-curv-q1,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",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
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.",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,School-Family Communication - Parent,"Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. ",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,School-Family Communication - Parent,"Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. ",Parents,confirmed by EFA,TRUE,TRUE,"I know how to find important information and news about
@ -181,6 +184,18 @@ timely fashion.",,,,,,,,p-comm-q3,,,,Q66,Update survey item ID in qualtrics,,,2.
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,School-Family Communication - Parent,"Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. ",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.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Teachers,,TRUE,TRUE,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,t-curv-q2,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Teachers,,TRUE,TRUE,"If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?",t-curv-q3,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,,,Teachers,,TRUE,TRUE,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,t-curv-q4,,,,#N/A,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,,,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?",t-expa-q2,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,No source,New scale - teacher communication,TRUE,FALSE,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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,,,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",t-expa-q3,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Teachers,,TRUE,TRUE,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Teachers,,TRUE,TRUE,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Teachers,,TRUE,TRUE,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,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,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,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,Parents as Valued Community Members - Parent,Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. ,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 as Valued Community Members - Parent,Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. ,Parents,Confirmed by EFA,TRUE,TRUE,"I have opportunities to participate in making decisions that
@ -191,96 +206,82 @@ Resources,3,"Measures the adequacy of a school's facility, personnel, and curric
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 as Valued Community Members - Parent,Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. ,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?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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),,,,,,,,,,,
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,Student Academic Progress - Parent,Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. ,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,Student Academic Progress - Parent,Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. ,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,Student Academic Progress - Parent,Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. ,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,Student Academic Progress - Parent,Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. ,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,,,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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,,,Teachers,,TRUE,TRUE,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q4,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,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,
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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,,,Students,,TRUE,TRUE,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,Not in the 16-17 Surveys,s-grmi-q2,,,X,Q35,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,,,Students,,TRUE,TRUE,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,Not in the 16-17 Surveys,s-grmi-q1,,,,Q34,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,,,Students,,TRUE,TRUE,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",s-grit-q4,,,,Q66,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,,,Students,,TRUE,TRUE,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",s-grit-q3,,,,Q65,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,,,Students,,TRUE,TRUE,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,s-grit-q2,,,,Q64,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,,,Students,,TRUE,TRUE,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?",s-grit-q1,,,X,Q63,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,,,Students,,TRUE,TRUE,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",s-expa-q1,,,X,Q68,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,TRUE,TRUE,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE),s-emsa-q3,X,,,Q9,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,TRUE,TRUE,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often do you think students at your school are bullied online?,s-emsa-q2,X,,,Q8,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,TRUE,TRUE,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How worried are you that you will be bullied because of who you are?,s-emsa-q1,X,,X,Q7,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
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.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,,,Teachers,,TRUE,TRUE,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,t-pcom-q1,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,,,Teachers,,TRUE,TRUE,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,t-pcom-q2,,,,#N/A,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,,,Teachers,,TRUE,TRUE,"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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,,,Teachers,,TRUE,TRUE,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,t-peng-q1,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,,,Teachers,,TRUE,TRUE,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,t-peng-q2,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,,,Teachers,,TRUE,TRUE,How involved have parents been 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,,,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),a-degr-i1,,X,,#N/A,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,,,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,a-degr-i2,X,,,#N/A,,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",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,
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,
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,
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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,Career Preparation,Tracks student access to career technical education courses.,4D-ii,,,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,FALSE,TRUE,"At my school, it is okay to be different or unique. ","At my school, it is okay to be different or unique. ",,,,,,,s-emsa-es5,,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es5
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,FALSE,TRUE,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, I see many acts of kindness. ","At my school, I see many acts of kindness. ",,,,,,,s-emsa-es3,,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es3
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,FALSE,TRUE,"At my school, I see kids acting in an unsafe or unkind way.","At my school, I see kids acting in an unsafe or unkind way.",,,,,,,s-emsa-es2,X,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es2
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Students,,FALSE,TRUE,Some kids get picked on at my school.,Some kids get picked on at my school.,,,,,,,s-emsa-es1,X,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es1
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,,,Students,,TRUE,TRUE,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q4,,,X,Q132,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,,,Students,,TRUE,TRUE,How valued do you think 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,"In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?",Not in the 16-17 Surveys,s-cure-q2,,,,Q130,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,,,Students,,TRUE,TRUE,"In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?",Not in the 16-17 Surveys,s-cure-q1,,,,Q129,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,,,Students,,TRUE,TRUE,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,s-civp-q4,,,X,Q33,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,,,Students,,TRUE,TRUE,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,s-civp-q3,,,,Q32,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,,,Students,,TRUE,TRUE,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,s-civp-q2,,,,Q31,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,,,Students,,TRUE,TRUE,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",s-civp-q1,,,,Q30,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",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—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?",s-appa-q3,,,,Q39,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,,,Students,,TRUE,TRUE,"If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)",s-appa-q2,,,,Q38,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,,,Students,,TRUE,TRUE,"How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?",s-appa-q1,,,X,Q37,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,Career Preparation,Tracks student access to career technical education courses.,4D-ii,,,Admin Data,,TRUE,TRUE,Percent students in career-technical education pathways (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,,,Teachers,,TRUE,TRUE,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,t-prep-q2,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,,,Teachers,,TRUE,TRUE,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,t-prep-q3,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,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,
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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Teachers,,TRUE,TRUE,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,t-psup-q1,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Teachers,,TRUE,TRUE,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,t-psup-q2,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Teachers,,TRUE,TRUE,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,t-psup-q3,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Teachers,,TRUE,TRUE,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",t-psup-q4,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Teachers,,TRUE,TRUE,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school?,How often are students bullied at school?,How often are students bullied at school?,t-pvic-q1,X,,,#N/A,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Teachers,,TRUE,TRUE,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,t-pvic-q2,X,,,#N/A,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,,,Teachers,,TRUE,TRUE,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?",t-pvic-q3,,,,#N/A,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,,,Admin Data,,TRUE,TRUE,Percent of students enrolled in at least 1 arts course,Percent of students enrolled in at least 1 arts course,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,,77.5 (statewide average in the 22-23 school year),number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?",How much do you think that your grades and test scores will determine your future?,How much do you think that your grades and test scores will determine your future?,Not in the 16-17 Surveys,s-acst-q3,X,,,Q137,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,,,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?",t-expa-q2,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,,,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",t-expa-q3,,,,#N/A,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how nervous do you feel about doing well?",Not in the 16-17 Surveys,s-acst-q2,X,,X,Q136,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,,,Students,,TRUE,TRUE,"On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?",How much does your school work make you feel stressed?,Not in the 16-17 Surveys,s-acst-q1,X,,,Q135,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Students,,TRUE,TRUE,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,s-acpr-q4,,,,Q26,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Students,,TRUE,TRUE,How often does your teacher 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,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",s-acpr-q2,,,,Q23,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Students,,TRUE,TRUE,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,s-acpr-q1,,,X,Q22,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Students,,FALSE,TRUE,I get help whenever I feel like I can't do it.,I get help whenever I feel like I can't do it.,,,,,,,s-acpr-es4,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,,,Students,,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,"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 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,,,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
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
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
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,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
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,,,,,,,,,,,
,,,,,,,,,,,,No source,Scraps,,,The school values my family’s background,,,,,,,,p-scrp-q3,,,,Q13,Discuss improvements with Maynard DEI,,,,,,,,,,,
1
Category
Category ID
Category Description
Category Short Description
Subcategory
Subcategory ID
Subcategory Description
Measures
Measure Description
Measure ID
Scale Name
Scale Description
Source
Source Notes
Show items in accordion?
Active admin & survey items
Question/item (23-24)
Question/item (22-23)
Question/item (21-22)
Question/item (20-21)
Original Item (19-20 surveys)
Original Item (18-19 surveys)
Original Item (17-18 surveys)
Original Item (16-17 surveys)
Survey Item ID
Reverse Scored
HS only admin item?
On Short Form?
Qualtrics ID
Next steps - Parent survey
Admin Data Benchmark (Absolute)
Admin Data Unit (Absolute)
Item Warning High
Item Watch Low
Item Watch High
Item Growth Low
Item Growth High
Item Approval Low
Item Approval High
Item Ideal Low
2
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
Admin Data
Constructed by MCIEA staff, based on research from Kraft and Papay
TRUE
TRUE
Percentage teachers with 3+ years of experience
Percentage teachers with 3+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
Percentage teachers with 5+ years of experience
a-exp-i1
80
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
3
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Qualifications
Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.
1A-i
Admin Data
NCES, 2015-16
TRUEFALSE
TRUEFALSE
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 & LeadershipSchool Culture
12
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Teachers & The Teaching EnvironmentAcademic Orientation
1A2C
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.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.
Professional QualificationsAcademic Challenge
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. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
1A-i2C-ii
TeachersStudents
TRUEFALSE
TRUE
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?My teachers encourage me to do my best.
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?My teachers encourage me to do my best.
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-q1s-acpr-es1
#N/A
2.482.68
2.492.69
2.993.19
33.2
3.493.69
3.53.7
4.74.5
4.714.51
6
Teachers & LeadershipSchool Culture
12
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Teachers & The Teaching EnvironmentAcademic Orientation
1A2C
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.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.
Professional QualificationsAcademic Challenge
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. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
1A-i2C-ii
TeachersStudents
TRUEFALSE
TRUE
How prepared are you for teaching the topics that you are expected to teach in your assignment?My teachers ask me to explain my thinking.
How prepared are you for teaching the topics that you are expected to teach in your assignment?My teachers ask me to explain my thinking.
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
t-prep-q2s-acpr-es2
#N/A
2.482.68
2.492.69
2.993.19
33.2
3.493.69
3.53.7
4.74.5
4.714.51
7
Teachers & LeadershipSchool Culture
12
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Teachers & The Teaching EnvironmentAcademic Orientation
1A2C
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.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.
Professional QualificationsAcademic Challenge
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. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
1A-i2C-ii
TeachersStudents
TRUEFALSE
TRUE
How confident are you in working with the student body at your school?My teachers keep helping me until I understand.
How confident are you in working with the student body at your school?My teachers keep helping me until I understand.
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
t-prep-q3s-acpr-es3
#N/A
2.482.68
2.492.69
2.993.19
33.2
3.493.69
3.53.7
4.74.5
4.714.51
8
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 LearningAcademic Challenge
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-i2C-ii
Students
TRUEFALSE
TRUE
How much do you see yourself as a learner?I get help whenever I feel like I can't do it.
How much do you see yourself as a learner?I get help whenever I feel like I can't do it.
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-q4s-acpr-es4
Q55
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
9
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 LearningAcademic Challenge
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-i2C-ii
Students
TRUE
TRUE
How much do you enjoy learning in school?How much does your teacher encourage you to do your best?
How much do you enjoy learning in school?How much does your teacher encourage you to do your best?
How much do you enjoy learning in school?How much does your teacher encourage you to do your best?
How much do you enjoy learning in school?How much does your teacher encourage you to do your best?
How much do you enjoy learning in school?How much does your teacher encourage you to do your best?
How much do you enjoy learning in school?How much does your teacher encourage you to do your best?
How much do you enjoy learning in school?How much does your teacher encourage you to do your best?
How much do you enjoy learning in school?How much does your teacher encourage you to do your best?
s-vale-q3s-acpr-q1
X
Q54Q22
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
10
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 LearningAcademic Challenge
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-i2C-ii
Students
TRUE
TRUE
How curious are you to learn more about things you talked about in school?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How curious are you to learn more about things you talked about in school?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How curious are you to learn more about things you talked about in school?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How curious are you to learn more about things you talked about in school?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How curious are you to learn more about things you talked about in school?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How curious are you to learn more about things you talked about in school?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How curious are you to learn more about things you talked about in school?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How curious are you to learn more about things you talked about in school?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
s-vale-q2s-acpr-q2
Q53Q23
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
11
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 LearningAcademic Challenge
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-i2C-ii
Students
TRUE
TRUE
Overall, how important is school to you?How often does your teacher ask you to explain your answers?
Overall, how important is school to you?How often does your teacher ask you to explain your answers?
Overall, how important is school to you?How often does your teacher ask you to explain your answers?
Overall, how important is school to you?How often does your teacher ask you to explain your answers?
Overall, how important is school to you?How often does your teacher ask you to explain your answers?
Overall, how important is school to you?How often does your teacher ask you to explain your answers?
Overall, how important is school to you?How often does your teacher ask you to explain your answers?
Overall, how important is school to you?How often does your teacher ask you to explain your answers?
s-vale-q1s-acpr-q3
Q50Q24
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
12
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Academic OrientationTeachers & The Teaching Environment
2C1A
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Valuing of LearningProfessional Community
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
2C-i1A-iii
StudentsAdmin Data
Constructed by MCIEA staff
FALSETRUE
TRUE
I wonder about things, am curious, and want to learn more.Percent teacher returning (including retirement)
I wonder about things, am curious, and want to learn more.Percent teacher returning (including retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
s-vale-es8a-pcom-i1
#N/A
85
percentage
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.54.7
4.514.71
13
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Academic OrientationTeachers & The Teaching Environment
2C1A
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Valuing of LearningProfessional Community
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
2C-i1A-iii
StudentsAdmin Data
Ed Week
FALSETRUE
TRUE
I am a good citizen.Percent teachers with 10+ days absent
I am a good citizen.Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
Percent teachers with 10+ days absent
s-vale-es7a-pcom-i2
X
#N/A
28
percentage
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.54.7
4.514.71
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
Teachers
TRUE
TRUE
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
Teachers
TRUE
TRUE
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
Teachers
TRUE
TRUE
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
Teachers
TRUE
TRUE
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q4
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
14
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
Admin Data
Constructed by MCIEA staffBenchmark is the % of teachers of color statewide in the 21-22 school year
TRUE
TRUE
Percent teacher returning (including retirement)% Teachers of Color
Percent teacher returning (including retirement)% Teachers of Color
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
Percent teacher returning (excluding retirement)
a-pcom-i1a-pcom-i3
#N/A
8512.8
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
15
Teachers & LeadershipSchool Culture
12
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Teachers & The Teaching EnvironmentAcademic Orientation
1A2C
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.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.
Professional CommunityAcademic Challenge
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
1A-iii2C-ii
Admin DataStudents
Ed Week
TRUE
TRUE
Percent teachers with 10+ days absentHow often does your teacher take time to make sure you understand the material?
Percent teachers with 10+ days absentHow often does your teacher take time to make sure you understand the material?
Percent teachers with 10+ days absentHow often does your teacher take time to make sure you understand the material?
Percent teachers with 10+ days absentHow often does your teacher take time to make sure you understand the material?
Percent teachers with 10+ days absentHow often does your teacher take time to make sure you understand the material?
Percent teachers with 10+ days absentHow often does your teacher take time to make sure you understand the material?
Percent teachers with 10+ days absentHow often does your teacher take time to make sure you understand the material?
Percent teachers with 10+ days absentHow often does your teacher take time to make sure you understand the material?
a-pcom-i2s-acpr-q4
X
#N/AQ26
28
percentage
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.74.5
4.714.51
16
Teachers & LeadershipCommunity & Wellbeing
15
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Teachers & The Teaching EnvironmentHealth
1A5D
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.Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Professional CommunitySocial & Emotional Health
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.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.
1A-iii5D-i
Admin DataStudents
Benchmark is the % of teachers of color statewide in the 21-22 school year
TRUE
TRUE
% Teachers of ColorOn a typical day in school, how stressed do you feel about your schoolwork?
% Teachers of ColorOn a typical day in school, how stressed do you feel about your schoolwork?
On a typical day in school, how stressed do you feel about your schoolwork?
On a typical day in school, how stressed do you feel about your schoolwork?
On a typical day in school, how stressed do you feel about your schoolwork?
On a typical day in school, how stressed do you feel about your schoolwork?
How much does your school work make you feel stressed?
Not in the 16-17 Surveys
a-pcom-i3s-acst-q1
X
#N/AQ135
12.8
percentage
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.74.3
4.714.31
17
Teachers & LeadershipCommunity & Wellbeing
15
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Teachers & The Teaching EnvironmentHealth
1A5D
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.Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Professional CommunitySocial & Emotional Health
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.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.
1A-iii5D-i
TeachersStudents
TRUE
TRUE
How many teachers in this school feel responsible for helping each other do their best?When you take a test, how much do you worry about doing well?
How many teachers in this school feel responsible for helping each other do their best?When you take a test, how much do you worry about doing well?
How many teachers in this school feel responsible for helping each other do their best?When you take a test, how much do you worry about doing well?
How many teachers in this school feel responsible for helping each other do their best?When you take a test, how much do you worry about doing well?
How many teachers in this school feel responsible for helping each other do their best?When you take a test, how much do you worry about doing well?
How many teachers in this school feel responsible for helping each other do their best?When you take a test, how much do you worry about doing well?
How many teachers in this school feel responsible for helping each other do their best?When you take a test, how nervous do you feel about doing well?
How many teachers in this school feel responsible for helping each other do their best?Not in the 16-17 Surveys
t-pcom-q1s-acst-q2
X
X
#N/AQ136
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.74.3
4.714.31
18
Teachers & LeadershipCommunity & Wellbeing
15
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Teachers & The Teaching EnvironmentHealth
1A5D
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.Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Professional CommunitySocial & Emotional Health
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.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.
1A-iii5D-i
TeachersStudents
TRUE
TRUE
How many teachers in this school take responsibility for improving the school?Typically, how anxious do you feel about your grades?
How many teachers in this school take responsibility for improving the school?Typically, how anxious do you feel about your grades?
How many teachers in this school take responsibility for improving the school?Typically, how anxious do you feel about your grades?
How many teachers in this school take responsibility for improving the school?Typically, how anxious do you feel about your grades?
How many teachers in this school take responsibility for improving the school?Typically, how anxious do you feel about your grades?
How many teachers in this school take responsibility for improving the school?How much do you think that your grades and test scores will determine your future?
How many teachers in this school take responsibility for improving the school?How much do you think that your grades and test scores will determine your future?
How many teachers in this school take responsibility for improving the school?Not in the 16-17 Surveys
t-pcom-q2s-acst-q3
X
#N/AQ137
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.74.3
4.714.31
19
Teachers & LeadershipCommunity & Wellbeing
15
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Teachers & The Teaching EnvironmentCreative & Performing Arts
1A5C
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.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.
Professional CommunityValuing Creative & Performing Arts
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.Draws on anonymous student reports about their interest in creative or performing arts.
1A-iii5C-ii
TeachersStudents
TRUE
TRUE
This year, how often have you had conversations with your colleagues about what helps students learn?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
This year, how often have you had conversations with your colleagues about what helps students learn?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
This year, how often have you had conversations with your colleagues about what helps students learn?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
This year, how often have you had conversations with your colleagues about what helps students learn?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
This year, how often have you had conversations with your colleagues about what helps students learn?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
This year, how often have you had conversations with your colleagues about what helps students learn?If your friends or family wanted to go to an art museum, how interested would you be in going?
This year, how often have you had conversations with your colleagues about what helps students learn?If your friends or family wanted to go to an art museum, how interested would you be in going?
This year, how often have you had conversations with your colleagues about what helps students learn?If your friends or family wanted to go to an art museum, how interested would you be in going?
t-pcom-q3s-appa-q1
X
#N/AQ37
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.74.3
4.714.31
20
Teachers & LeadershipCommunity & Wellbeing
15
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Teachers & The Teaching EnvironmentCreative & Performing Arts
1A5C
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.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.
Professional CommunityValuing Creative & Performing Arts
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.Draws on anonymous student reports about their interest in creative or performing arts.
1A-iii5C-ii
TeachersStudents
TRUE
TRUE
As a faculty, how well do you do talking through views, opinions, and values?If your friends or family wanted to go to hear people play music, how interested would you be in going?
As a faculty, how well do you do talking through views, opinions, and values?If your friends or family wanted to go to hear people play music, how interested would you be in going?
As a faculty, how well do you do talking through views, opinions, and values?If your friends or family wanted to go to hear people play music, how interested would you be in going?
As a faculty, how well do you do talking through views, opinions, and values?If your friends or family wanted to go to hear people play music, how interested would you be in going?
As a faculty, how well do you do talking through views, opinions, and values?If your friends or family wanted to go to hear people play music, how interested would you be in going?
As a faculty, how well do you do talking through views, opinions, and values?If your friends or family wanted to go to hear people play music, how interested would you be in going?
As a faculty, how well do you do talking through views, opinions, and values?If your friends or family wanted to go to hear people play music, how interested would you be in going?
As a faculty, how well do you do talking through views, opinions, and values?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)
t-pcom-q4s-appa-q2
#N/AQ38
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.74.3
4.714.31
21
Teachers & LeadershipCommunity & Wellbeing
15
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Teachers & The Teaching EnvironmentCreative & Performing Arts
1A5C
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.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.
Professional CommunityValuing Creative & Performing Arts
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.Draws on anonymous student reports about their interest in creative or performing arts.
1A-iii5C-ii
TeachersStudents
TRUE
TRUE
This year, how often have you had colleagues observe your classroom?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
This year, how often have you had colleagues observe your classroom?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
This year, how often have you had colleagues observe your classroom?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
This year, how often have you had colleagues observe your classroom?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
This year, how often have you had colleagues observe your classroom?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
This year, how often have you had colleagues observe your classroom?If your friends or family wanted to go to a play, how interested would you be in going?
This year, how often have you had colleagues observe your classroom?If your friends or family wanted to go to a play, how interested would you be in going?
This year, how often have you had colleagues observe your classroom?If your friends or family wanted to go to a play, how interested would you be in going?
t-pcom-q5s-appa-q3
#N/AQ39
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.74.3
4.714.31
22
Teachers & LeadershipCommunity & Wellbeing
15
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
LeadershipCivic Engagement
1B5A
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.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.
School LeadershipCivic Participation
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.Draws on anonymous student reports about their commitment to social awareness and community improvement.
1B-i5A-ii
TeachersStudents
FALSETRUE
TRUE
How effectively does your school leadership as a whole communicate a clear vision of teaching and learning?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How effectively does your principal communicate a clear vision of teaching and learning?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How effectively does your principal communicate a clear vision of teaching and learning?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How effectively does your principal communicate a clear vision of teaching and learning?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How effectively does your principal communicate a clear vision of teaching and learning?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How effectively does your principal communicate a clear vision of teaching and learning?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How effectively does your principal communicate a clear vision of teaching and learning?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How effectively does your principal communicate a clear vision of teaching and learning?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
t-inle-q1s-civp-q1
#N/AQ30
2.48
2.49
2.99
3
3.49
3.5
4.54.4
4.514.41
23
Teachers & LeadershipCommunity & Wellbeing
15
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
LeadershipCivic Engagement
1B5A
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.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.
School LeadershipCivic Participation
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.Draws on anonymous student reports about their commitment to social awareness and community improvement.
1B-i5A-ii
TeachersStudents
FALSETRUE
TRUE
How effectively do your school leaders press teachers to engage in good pedagogical practice?How important is it to you to get involved in improving your community?
How effectively does your principal press teachers to engage in good pedagogical practice?How important is it to you to get involved in improving your community?
How effectively does your principal press teachers to engage in good pedagogical practice?How important is it to you to get involved in improving your community?
How effectively does your principal press teachers to engage in good pedagogical practice?How important is it to you to get involved in improving your community?
How effectively does your principal press teachers to engage in good pedagogical practice?How important is it to you to get involved in improving your community?
How effectively does your principal press teachers to engage in good pedagogical practice?How important is it to you to get involved in improving your community?
How effectively does your principal press teachers to engage in good pedagogical practice?How important is it to you to get involved in improving your community?
How effectively does your principal press teachers to engage in good pedagogical practice?How important is it to you to get involved in improving your community?
t-inle-q2s-civp-q2
#N/AQ31
2.48
2.49
2.99
3
3.49
3.5
4.54.4
4.514.41
24
Teachers & LeadershipCommunity & Wellbeing
15
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
LeadershipCivic Engagement
1B5A
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.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.
School LeadershipCivic Participation
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.Draws on anonymous student reports about their commitment to social awareness and community improvement.
1B-i5A-ii
TeachersStudents
FALSETRUE
TRUE
How much do your school leaders know about what’s going on in teachers’ classrooms?How important is it to you to actively challenge inequalities in society?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?How important is it to you to actively challenge inequalities in society?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?How important is it to you to actively challenge inequalities in society?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?How important is it to you to actively challenge inequalities in society?
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?How important is it to you to actively challenge inequalities in society?
How much does your principal know about what’s going on in teachers’ classrooms ?How important is it to you to actively challenge inequalities in society?
How much does your principal know about what’s going on in teachers’ classrooms ?How important is it to you to actively challenge inequalities in society?
How much does your principal know about what’s going on in teachers’ classrooms ?How important is it to you to actively challenge inequalities in society?
t-inle-q3s-civp-q3
#N/AQ32
2.48
2.49
2.99
3
3.49
3.5
4.54.4
4.514.41
25
Teachers & LeadershipCommunity & Wellbeing
15
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
LeadershipCivic Engagement
1B5A
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.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.
School LeadershipCivic Participation
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.Draws on anonymous student reports about their commitment to social awareness and community improvement.
1B-i5A-ii
TeachersStudents
FALSETRUE
TRUE
To what extent do you trust your school leaders at their word?How important is it to you to take action when something in society needs changing?
To what extent do you trust your principal at his or her word?How important is it to you to take action when something in society needs changing?
To what extent do you trust your principal at his or her word?How important is it to you to take action when something in society needs changing?
To what extent do you trust your principal at his or her word?How important is it to you to take action when something in society needs changing?
To what extent do you trust your principal at his or her word?How important is it to you to take action when something in society needs changing?
To what extent do you trust your principal at his or her word?How important is it to you to take action when something in society needs changing?
To what extent do you trust your principal at his or her word?How important is it to you to take action when something in society needs changing?
To what extent do you trust your principal at his or her word?How important is it to you to take action when something in society needs changing?
t-prtr-q1s-civp-q4
X
#N/AQ33
2.48
2.49
2.99
3
3.49
3.5
4.54.4
4.514.41
26
Teachers & LeadershipResources
13
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
LeadershipLearning Resources
1B3B
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.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.
School LeadershipCultural Responsiveness
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.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.
1B-i3B-ii
TeachersStudents
FALSETRUE
TRUE
At your school, how comfortable are you raising concerns with the leaders at your school?In your classes, how often do you see people like you represented in what you study?
At your school, how comfortable are you raising concerns with the principal?In your classes, how often do you see people like you represented in what you study?
At your school, how comfortable are you raising concerns with the principal?In your classes, how often do you see people like you represented in what you study?
At your school, how comfortable are you raising concerns with the principal?In your classes, how often do you see people like you represented in what you study?
At your school, how comfortable are you raising concerns with the principal?In your classes, how often do you see people like you represented in what you study?
At your school, how comfortable are you raising concerns with the principal?In your classes, how often do you see people like you represented in what you study?
At your school, how comfortable are you raising concerns with the principal?In your classes, how often do you see people like you represented in what you study?
At your school, how comfortable are you raising concerns with the principal?Not in the 16-17 Surveys
t-prtr-q2s-cure-q1
#N/AQ129
2.482.33
2.492.34
2.992.84
32.85
3.493.34
3.53.35
4.54.6
4.514.61
27
Teachers & LeadershipResources
13
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
LeadershipLearning Resources
1B3B
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.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.
School LeadershipCultural Responsiveness
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.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.
1B-i3B-ii
TeachersStudents
FALSETRUE
TRUE
How much do you trust school leaders to stand up for you in disagreements with parents?In your classes, how often do you see many different kinds of people represented in what you study?
How much do you trust your principal to stand up for you in disagreements with parents?In your classes, how often do you see many different kinds of people represented in what you study?
How much do you trust your principal to stand up for you in disagreements with parents?In your classes, how often do you see many different kinds of people represented in what you study?
How much do you trust your principal to stand up for you in disagreements with parents?In your classes, how often do you see many different kinds of people represented in what you study?
How much do you trust your principal to stand up for you in disagreements with parents?In your classes, how often do you see many different kinds of people represented in what you study?
How much do you trust your principal to stand up for you in disagreements with parents?In your classes, how often do you see many different kinds of people represented in what you study?
How much do you trust your principal to stand up for you in disagreements with parents?In your classes, how often do you see many different kinds of people represented in what you study?
How much do you trust your principal to stand up for you in disagreements with parents?Not in the 16-17 Surveys
t-prtr-q3s-cure-q2
#N/AQ130
2.482.33
2.492.34
2.992.84
32.85
3.493.34
3.53.35
4.54.6
4.514.61
28
Teachers & LeadershipResources
13
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
LeadershipLearning Resources
1B3B
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.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.
Support For Teaching Development & GrowthCultural Responsiveness
Draws on anonymous teacher reports on the quality of professional development.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.
1B-ii3B-ii
TeachersStudents
TRUE
TRUE
How often do teachers here work together to plan curriculum and instruction?How valued do you think all students' home cultures and languages are in the school curriculum?
How often do teachers here work together to plan curriculum and instruction?How valued do you think all students' home cultures and languages are in the school curriculum?
How often do teachers here work together to plan curriculum and instruction?How valued do you think all students' home cultures and languages are in the school curriculum?
How often do teachers here work together to plan curriculum and instruction?How valued do you think all students' home cultures and languages are in the school curriculum?
How often do teachers here work together to plan curriculum and instruction?How valued do you think all students' home cultures and languages are in the school curriculum?
How often do teachers here work together to plan curriculum and instruction?How valued do you think all students' home cultures and languages are in the school curriculum?
How often do teachers here work together to plan curriculum and instruction?How valued do you think all students' home cultures and languages are in the school curriculum?
How often do teachers here work together to plan curriculum and instruction?Not in the 16-17 Surveys
t-coll-q1s-cure-q3
#N/AQ131
2.482.33
2.492.34
2.992.84
32.85
3.493.34
3.53.35
4.54.6
4.514.61
29
Teachers & LeadershipResources
13
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
LeadershipLearning Resources
1B3B
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.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.
Support For Teaching Development & GrowthCultural Responsiveness
Draws on anonymous teacher reports on the quality of professional development.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.
1B-ii3B-ii
TeachersStudents
TRUE
TRUE
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?How valued do you think your home culture and language are in the school curriculum?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?How valued do you think your home culture and language are in the school curriculum?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?How valued do you think your home culture and language are in the school curriculum?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?How valued do you think your home culture and language are in the school curriculum?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?How valued do you think your home culture and language are in the school curriculum?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?How valued do you think your home culture and language are in the school curriculum?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?How valued do you think your home culture and language are in the school curriculum?
How hard do teachers here work to coordinate their teaching with instruction at other grade levels?Not in the 16-17 Surveys
t-coll-q2s-cure-q4
X
#N/AQ132
2.482.33
2.492.34
2.992.84
32.85
3.493.34
3.53.35
4.54.6
4.514.61
30
Teachers & LeadershipSchool Culture
12
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the degree to which the school environment is safe, caring, and academically-oriented.
LeadershipSafety
1B2A
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.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.
Support For Teaching Development & GrowthStudent Emotional Safety
Draws on anonymous teacher reports on the quality of professional development.Draws on anonymous student and teacher reports about the nature of student relationships with each other.
1B-ii2A-ii
TeachersStudents
TRUEFALSE
TRUE
How often do teachers here collaborate to make the school run effectively?Some kids get picked on at my school.
How often do teachers here collaborate to make the school run effectively?Some kids get picked on at my school.
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-q3s-emsa-es1
X
#N/A
2.482.78
2.492.79
2.993.29
33.3
3.493.79
3.53.8
4.5
4.51
s-emsa-es1
31
Teachers & LeadershipSchool Culture
12
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the degree to which the school environment is safe, caring, and academically-oriented.
LeadershipSafety
1B2A
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.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.
Support For Teaching Development & GrowthStudent Emotional Safety
Draws on anonymous teacher reports on the quality of professional development.Draws on anonymous student and teacher reports about the nature of student relationships with each other.
1B-ii2A-ii
TeachersStudents
TRUEFALSE
TRUE
To what extent has your school-based professional development been connected to the topics you teach?At my school, I see kids acting in an unsafe or unkind way.
To what extent has your professional development been connected to the topics you teach?At my school, I see kids acting in an unsafe or unkind way.
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-q1s-emsa-es2
X
#N/A
2.482.78
2.492.79
2.993.29
33.3
3.493.79
3.53.8
4.5
4.51
s-emsa-es2
32
Teachers & LeadershipSchool Culture
12
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the degree to which the school environment is safe, caring, and academically-oriented.
LeadershipSafety
1B2A
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.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.
Support For Teaching Development & GrowthStudent Emotional Safety
Draws on anonymous teacher reports on the quality of professional development.Draws on anonymous student and teacher reports about the nature of student relationships with each other.
1B-ii2A-ii
TeachersStudents
TRUEFALSE
TRUE
How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)?At my school, I see many acts of kindness.
How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?At my school, I see many acts of kindness.
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-q2s-emsa-es3
#N/A
2.482.78
2.492.79
2.993.29
33.3
3.493.79
3.53.8
4.5
4.51
s-emsa-es3
33
Teachers & LeadershipSchool Culture
12
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the degree to which the school environment is safe, caring, and academically-oriented.
LeadershipSafety
1B2A
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.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.
Support For Teaching Development & GrowthStudent Emotional Safety
Draws on anonymous teacher reports on the quality of professional development.Draws on anonymous student and teacher reports about the nature of student relationships with each other.
1B-ii2A-ii
TeachersStudents
TRUEFALSE
TRUE
To what extent has your school-based professional development included enough time to explore new ideas?No one has hurt my feelings using technology (on an ipad or phone).
To what extent has your professional development included enough time to explore new ideas?No one has hurt my feelings using technology (on an ipad or phone).
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-q3s-emsa-es4
#N/A
2.482.78
2.492.79
2.993.29
33.3
3.493.79
3.53.8
4.5
4.51
s-emsa-es4
34
Teachers & LeadershipSchool Culture
12
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the degree to which the school environment is safe, caring, and academically-oriented.
LeadershipSafety
1B2A
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.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.
Support For Teaching Development & GrowthStudent Emotional Safety
Draws on anonymous teacher reports on the quality of professional development.Draws on anonymous student and teacher reports about the nature of student relationships with each other.
1B-ii2A-ii
TeachersStudents
TRUEFALSE
TRUE
Overall, how strong is your school's support for your professional growth?At my school, it is okay to be different or unique.
Overall, how strong has support for your professional growth been?At my school, it is okay to be different or unique.
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-q4s-emsa-es5
#N/A
2.482.78
2.492.79
2.993.29
33.3
3.493.79
3.53.8
4.5
4.51
s-emsa-es5
35
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Students
TRUE
TRUE
How often are students unkind to each other at this school?
How often are students unkind to each other at this school?
How often are students unkind to each other at this school?
How often are students unkind to each other at this school?
How often are students unkind to each other at this school?
How often are students unkind to each other at this school?
How often are students unkind to each other at this school?
How worried are you that you will be bullied because of who you are?
s-emsa-q1
X
X
Q7
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
36
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Students
TRUE
TRUE
How often are students at this school unkind to each other online?
How often are students at this school unkind to each other online?
How often are students at this school unkind to each other online?
How often are students at this school unkind to each other online?
How often are students at this school unkind to each other online?
How often are students at this school unkind to each other online?
How often are students at this school unkind to each other online?
How often do you think students at your school are bullied online?
s-emsa-q2
X
Q8
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
37
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Students
TRUE
TRUE
How much bullying occurs at this school?
How much bullying occurs at this school?
How much bullying occurs at this school?
How much bullying occurs at this school?
How much bullying occurs at this school?
How much bullying occurs at this school?
How much bullying occurs at this school?
How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE)
s-emsa-q3
X
Q9
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
38
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
Participation In Creative & Performing Arts
Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.
5C-i
Students
TRUE
TRUE
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
s-expa-q1
X
Q68
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
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
NCESonly captured to calculate the chronic absence ratio
TRUE
TRUE
Percent of students suspendedPercent of students suspended for 10+ days
Percent of students suspendedPercent of students suspended for 10+ days
Student to suspensions ratioNumber of students suspended for 10+ days
Student to suspensions ratioNumber of students suspended for 10+ days
Student to suspensions ratioNumber of students suspended for 10+ days
Student to suspensions ratioNumber of students suspended for 10+ days
Student to suspensions ratioNumber of students suspended for 10+ days
Student to suspensions ratioNumber of students suspended for 10+ days
a-phys-i1a-phys-i3
X
#N/A
5.271
percent
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
42
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
SafetyWork Ethic
2A5B
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. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
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.Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
2A-i5B-i
Admin DataStudents
Only captured to calculate the ratio
TRUE
FALSETRUE
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
Number of student suspensionsIf you face a problem while working towards an important goal, how well can you keep working?
Number of student suspensionsIf you face a problem while working towards an important goal, how well can you keep working?
Number of student suspensionsIf you face a problem while working towards an important goal, how well can you keep working?
Number of student suspensionsIf you face a problem while working towards an important goal, how well can you keep working?
Number of student suspensionsIf you face a problem while working towards an important goal, how well can you keep working?
Number of student suspensionsIf you face a problem while working towards an important goal, how well can you keep working?
a-phys-i2s-grit-q1
X
#N/AQ63
n/a
number
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.74.3
4.714.31
43
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
SafetyWork Ethic
2A5B
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. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
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.Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
2A-i5B-i
Admin DataStudents
only captured to calculate the chronic absence ratio
TRUE
TRUE
Percent of students suspended for 10+ daysHow important is it to you to finish things you start?
Percent of students suspended for 10+ daysHow important is it to you to finish things you start?
Number of students suspended for 10+ daysHow important is it to you to finish things you start?
Number of students suspended for 10+ daysHow important is it to you to finish things you start?
Number of students suspended for 10+ daysHow important is it to you to finish things you start?
Number of students suspended for 10+ daysHow important is it to you to finish things you start?
Number of students suspended for 10+ daysHow important is it to you to finish things you start?
Number of students suspended for 10+ daysHow important is it to you to finish things you start?
a-phys-i3s-grit-q2
X
#N/AQ64
1
percent
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.74.3
4.714.31
44
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Academic OrientationWork Ethic
2C5B
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
Valuing of LearningPerseverance & Determination
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
2C-i5B-i
Students
FALSETRUE
TRUE
I am a scientist.How confident are you that you can remain focused on what you are doing, even when there are distractions?
I am a scientist.How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
s-vale-es6s-grit-q3
Q65
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.54.3
4.514.31
45
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Academic OrientationWork Ethic
2C5B
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
Valuing of LearningPerseverance & Determination
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
2C-i5B-i
Students
FALSETRUE
TRUE
I am a mathematician.If you fail to reach an important goal, how likely are you to try again?
I am a mathematician.If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
s-vale-es5s-grit-q4
Q66
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.54.3
4.514.31
46
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Academic OrientationWork Ethic
2C5B
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
Valuing of LearningGrowth Mindset
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.
2C-i5B-ii
Students
FALSETRUE
TRUE
I am a reader.How much do you think you can change your own intelligence?
I am a reader.How much do you think you can change your own intelligence?
How much do you think you can change your own intelligence?
How much do you think you can change your own intelligence?
How much do you think you can change your own intelligence?
How much do you think you can change your own intelligence?
How much do you think you can change your own intelligence?
Not in the 16-17 Surveys
s-vale-es4s-grmi-q1
Q34
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.54.3
4.514.31
47
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Academic OrientationWork Ethic
2C5B
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
Valuing of LearningGrowth Mindset
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.
2C-i5B-ii
Students
FALSETRUE
TRUE
I enjoy learning new things at school.How much do you think that being bad at math is something someone can change?
I enjoy learning new things at school.How much do you think that being bad at math is something someone can change?
How much do you think that being bad at math is something someone can change?
How much do you think that being bad at math is something someone can change?
How much do you think that being bad at math is something someone can change?
How much do you think that being bad at math is something someone can change?
How much do you think that being bad at math is something someone can change?
Not in the 16-17 Surveys
s-vale-es3s-grmi-q2
X
Q35
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.54.3
4.514.31
48
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Academic OrientationWork Ethic
2C5B
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
Valuing of LearningGrowth Mindset
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.
2C-i5B-ii
Students
FALSETRUE
TRUE
School is important to my family.How much do you think that struggling as a writer is something someone can change?
School is important to my family.How much do you think that struggling as a writer is something someone can change?
How much do you think that struggling as a writer is something someone can change?
How much do you think that struggling as a writer is something someone can change?
How much do you think that struggling as a writer is something someone can change?
How much do you think that struggling as a writer is something someone can change?
How much do you think that struggling as a writer is something someone can change?
Not in the 16-17 Surveys
s-vale-es2s-grmi-q3
Q127
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.54.3
4.514.31
49
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic OrientationSafety
2C2A
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Valuing of LearningStudent Emotional Safety
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2C-i2A-ii
Social Experiences - Parent
Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school.
StudentsParents
New scale - Social experiences
FALSETRUE
TRUE
School is important to me.In the last year, my child(ren) has experienced bullying
and/or harassment at school.
School is important to me.
s-vale-es1p-socx-q1
Q7
Update survey item ID in qualtrics
2.682.78
2.692.79
3.193.29
3.23.3
3.693.79
3.73.8
4.5
4.51
50
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
RelationshipsSafety
2B2A
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2B-ii2A-ii
Social Experiences - Parent
Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school.
StudentsParents
New scale - Social experiences
TRUE
TRUE
If you had something on your mind, how carefully would your teacher listen to you?I am concerned about my child(ren)'s physical safety at
school.
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
s-tint-q5p-socx-q2
Q21Q42
Update survey item ID in qualtrics
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Teachers
TRUE
TRUE
How often are students bullied at school or online?
How often are students bullied at school or online?
How often are students bullied at school or online?
How often are students bullied at school or online?
How often are students bullied at school or online?
How often are students bullied at school?
How often are students bullied at school?
How often are students bullied at school?
t-pvic-q1
X
#N/A
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Teachers
TRUE
TRUE
How often are students bullied because of who they are?
How often are students bullied because of who they are?
How often are students bullied because of who they are?
How often are students bullied because of who they are?
How often are students bullied because of who they are?
How often are students bullied because of who they are?
How often are students bullied because of who they are?
How often are students bullied because of who they are?
t-pvic-q2
X
#N/A
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Teachers
TRUE
TRUE
Overall, how unkind are students to each other?
Overall, how unkind are students to each other?
Overall, how unkind are students to each other?
Overall, how unkind are students to each other?
Overall, how unkind are students to each other?
Overall, how unkind are students to each other?
Overall, how unkind are students to each other?
Overall, how unkind are students to each other?
t-pvic-q3
#N/A
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
TRUE
TRUE
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
s-tint-q4
Q20
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
TRUE
TRUE
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
s-tint-q3
Q19
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
TRUE
TRUE
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey)
How interested is your teacher in what you do outside of class?
How interested is your teacher in what you do outside of class?
s-tint-q2
Q18
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
TRUE
TRUE
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
s-tint-q1
X
Q17
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
FALSE
TRUE
My school is kind to students who come from another country or speak another language.
My school is kind to students who come from another country or speak another language.
s-tint-es8
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
s-tint-es8
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
Social Experiences - Parent
Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school.
Parents
New scale - Social experiences
TRUE
TRUE
In the last year, my child(ren) has experienced bullying
and/or harassment at school.My child(ren) enjoy going to school on most days.
p-socx-q1p-socx-q3
Q7Q15
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
52
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Social Experiences - Parent
Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school.
Parents
New scale - Social experiences
TRUE
TRUE
I am concerned about my child(ren)'s physical safety at
school.My child(ren) have friends at school.
p-socx-q2p-socx-q4
Q42Q101
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
53
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Safety
2A
Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Student Emotional Safety
Draws on anonymous student and teacher reports about the nature of student relationships with each other.
2A-ii
Social Experiences - ParentSocial Support - Parent
Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school.
Parents
New scale - Social experiencesNew scale - Social support
TRUE
TRUE
My child(ren) enjoy going to school on most days.There are counselors available to help my child(ren) when
they struggle with their emotions.
p-socx-q3p-sosu-q1
Q15Q43
Update survey item ID in qualtrics
2.78
2.79
3.29
3.3
3.79
3.8
4.5
4.51
61
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
RelationshipsTeachers & The Teaching Environment
2B1A
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Student-Teacher RelationshipsEffective Practices
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
2B-ii1A-ii
Students
FALSETRUE
TRUE
My teacher listens to me when I talk to them.How well can your teacher tell whether or not you understand a topic?
My teacher listens to me when I talk to them.How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
How well can your teacher tell whether or not you understand a topic?
s-tint-es4s-peff-q4
Q14
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.54.7
4.514.71
s-tint-es4
62
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
RelationshipsTeachers & The Teaching Environment
2B1A
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Student-Teacher RelationshipsEffective Practices
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
2B-ii1A-ii
Students
FALSETRUE
TRUE
My teacher cares about me when I am sick or upset.How interesting does your teacher make the things you are learning?
My teacher cares about me when I am sick or upset.How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
s-tint-es3s-peff-q5
Q15
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.54.7
4.514.71
s-tint-es3
63
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
RelationshipsTeachers & The Teaching Environment
2B1A
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Student-Teacher RelationshipsEffective Practices
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
2B-ii1A-ii
Students
FALSETRUE
TRUE
My teacher asks what I like to do outside of school.How good is your teacher at helping you learn?
My teacher asks what I like to do outside of school.How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
s-tint-es2s-peff-q6
X
Q16
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.54.7
4.514.71
s-tint-es2
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.
RelationshipsSafety
2B2A
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.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.
2B-ii2A-i
Students
FALSETRUE
TRUE
I share what I do outside of school with my teacher.How often do you worry about violence at your school?
I share what I do outside of school with my teacher.How often do you worry about violence at your school?
How often do you worry about violence at your school?
How often do you worry about violence at your school?
How often do you worry about violence at your school?
How often do you worry about violence at your school?
How often do you worry about violence at your school?
How often do you worry about violence at your school?
s-tint-es1s-phys-q1
X
Q40
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.5
4.51
s-tint-es1
65
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelSafety
3A2A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Content Specialists & Support StaffStudent Physical Safety
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous parent reports about student physical safety.
3A-ii
StudentsNo source
Scale of its own
TRUEFALSE
TRUEFALSE
When you need help learning something, is there an adult at school other than your teacher who can work with you?The level of substance abuse is a problem at my
child(ren)'s school.
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-q2p-phys-q3
Q57Q102
Discuss improvements with Maynard DEI
2.33
2.34
2.84
2.85
3.34
3.35
4.25
4.26
66
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelSafety
3A2A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Content Specialists & Support StaffStudent Physical Safety
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.
3A-ii2A-i
Students
TRUE
TRUE
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?How often do students get into physical fights at your school?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?How often do students get into physical fights at your school?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?How often do students get into physical fights at your school?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?How often do students get into physical fights at your school?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?How often do students get into physical fights at your school?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?How often do students get into physical fights at your school?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?How often do students get into physical fights at your school?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?How often do students get into physical fights at your school?
s-sust-q1s-phys-q2
X
X
Q56Q41
.
2.332.78
2.342.79
2.843.29
2.853.3
3.343.79
3.353.8
4.254.5
4.264.51
67
Academic LearningSchool Culture
42
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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Student Commitment To LearningSafety
4B2A
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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Engagement In SchoolStudent Physical Safety
Draws on anonymous student reports about their level of focus, participation, and interest in class.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.
4B-i2A-i
Students
TRUE
TRUE
How often do you get so focused on class activities that you lose track of time?Overall, how physically safe do you feel at school?
How often do you get so focused on class activities that you lose track of time?Overall, how physically safe do you feel at school?
How often do you get so focused on class activities that you lose track of time?Overall, how physically safe do you feel at school?
How often do you get so focused on class activities that you lose track of time?Overall, how physically safe do you feel at school?
How often do you get so focused on class activities that you lose track of time?Overall, how physically safe do you feel at school?
How often do you get so focused on class activities that you lose track of time?Overall, how physically safe do you feel at school?
How often do you get so focused on class activities that you lose track of time?Overall, how safe do you feel at school?
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 safe do you feel at school?
s-sten-q3s-phys-q3
Q29Q42
2.382.78
2.392.79
2.893.29
2.93.3
3.393.79
3.43.8
4.44.5
4.414.51
68
Academic LearningSchool Culture
42
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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Student Commitment To LearningSafety
4B2A
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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Engagement In SchoolStudent Physical Safety
Draws on anonymous student reports about their level of focus, participation, and interest in class.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.
4B-i2A-i
Students
TRUE
TRUE
Overall, how interested are you in this class?How often do you feel like you might be harmed by someone at school?
Overall, how interested are you in this class?How often do you feel like you might be harmed by someone at school?
Overall, how interested are you in this class?How often do you feel like you might be harmed by someone at school?
Overall, how interested are you in this class?How often do you feel like you might be harmed by someone at school?
Overall, how interested are you in this class?How often do you feel like you might be harmed by someone at school?
Overall, how interested are you in this class?How often do you feel like you might be harmed by someone at school?
Overall, how interested are you in this class?How often do you feel like you might be harmed by someone at school?
Overall, how interested are you in this class?How often do you feel like you might be harmed by someone at school?
s-sten-q2s-phys-q4
X
X
Q28Q43
2.382.78
2.392.79
2.893.29
2.93.3
3.393.79
3.43.8
4.44.5
4.414.51
69
Academic LearningCommunity & Wellbeing
45
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Student Commitment To LearningHealth
4B5D
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 the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Engagement In SchoolSocial & Emotional Health
Draws on anonymous student reports about their level of focus, participation, and interest in class.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.
4B-i5D-i
Students
TRUE
TRUE
How excited are you about going to this class?On a regular day at school, how often do you feel relaxed?
How excited are you about going to this class?On a regular day at school, how often do you feel relaxed?
How excited are you about going to this class?On a regular day at school, how often do you feel relaxed?
How excited are you about going to this class?On a regular day at school, how often do you feel relaxed?
How excited are you about going to this class?On a regular day at school, how often do you feel relaxed?
How excited are you about going to this class?On a regular day at school, how often do you feel relaxed?
How excited are you about going to this class?On a regular day at school, how often do you feel relaxed?
How excited are you about going to this class?On a regular day at school, how often do you feel relaxed?
s-sten-q1s-poaf-q1
Q27Q69
2.382.23
2.392.24
2.892.74
2.92.75
3.393.24
3.43.25
4.44.3
4.414.31
70
Perceptions of LearningCommunity & Wellbeing
45
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Student Commitment To LearningHealth
4B5D
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 the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Engagement In SchoolSocial & Emotional Health
Draws on anonymous student reports about their level of focus, participation, and interest in class.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.
4B-i5D-i
Students
FALSETRUE
TRUE
There are times when I get to share my ideas with my classmates.How often are you enthusiastic at school?
There are times when I get to share my ideas with my classmates.How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
s-sten-es7s-poaf-q2
Q70
2.382.23
2.392.24
2.892.74
2.92.75
3.393.24
3.43.25
4.44.3
4.414.31
s-sten-es7
71
Perceptions of LearningCommunity & Wellbeing
45
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Student Commitment To LearningHealth
4B5D
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 the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Engagement In SchoolSocial & Emotional Health
Draws on anonymous student reports about their level of focus, participation, and interest in class.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.
4B-i5D-i
Students
FALSETRUE
TRUE
There are times when I have choices about what I learn.On a normal day in school, how confident do you feel?
There are times when I have choices about what I learn.On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
s-sten-es6s-poaf-q3
X
Q71
2.382.23
2.392.24
2.892.74
2.92.75
3.393.24
3.43.25
4.44.3
4.414.31
s-sten-es6
72
Perceptions of LearningCommunity & Wellbeing
45
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Student Commitment To LearningHealth
4B5D
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 the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Engagement In SchoolSocial & Emotional Health
Draws on anonymous student reports about their level of focus, participation, and interest in class.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.
4B-i5D-i
Students
FALSETRUE
TRUE
Most of the time, I am excited about learning.On a normal day in school, how much are you able to concentrate?
Most of the time, I am excited about learning.On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
s-sten-es5s-poaf-q4
Q72
2.382.23
2.392.24
2.892.74
2.92.75
3.393.24
3.43.25
4.44.3
4.414.31
s-sten-es5
73
Perceptions of LearningSchool Culture
42
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Student Commitment To LearningRelationships
4B2B
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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Engagement In SchoolStudent Sense of Belonging
Draws on anonymous student reports about their level of focus, participation, and interest in class.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.
4B-i2B-i
Students
FALSE
TRUE
I get to learn about things that I am interested in at my school.I am happy when I am at school.
I get to learn about things that I am interested in at my school.I am happy when I am at school.
s-sten-es4s-sbel-es1
2.382.23
2.392.24
2.892.74
2.92.75
3.393.24
3.43.25
4.44.5
4.414.51
s-sten-es4
74
Perceptions of LearningSchool Culture
42
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Student Commitment To LearningRelationships
4B2B
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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Engagement In SchoolStudent Sense of Belonging
Draws on anonymous student reports about their level of focus, participation, and interest in class.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.
4B-i2B-i
Students
FALSE
TRUE
I am excited to come to school.I am happy when I am in class.
I am excited to come to school.I am happy when I am in class.
s-sten-es3s-sbel-es10
2.382.23
2.392.24
2.892.74
2.92.75
3.393.24
3.43.25
4.44.5
4.414.51
s-sten-es3
75
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
TeachersStudents
TRUEFALSE
TRUE
How much do students at this school care about each other?My teacher gives all students help when they need it.
How much do students at this school care about each other?My teacher gives all students help when they need it.
How much do students at this school care about each other?
How much do students at this school care about each other?
How much do students at this school care about each other?
How much do students at this school care about each other?
How much do students at this school care about each other?
How much do students at this school care about each other?
t-psup-q1s-sbel-es11
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
76
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
TeachersStudents
TRUEFALSE
TRUE
How often do students at this school help each other learn?I have friends in my classroom.
How often do students at this school help each other learn?I have friends in my classroom.
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
t-psup-q2s-sbel-es2
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
77
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student 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
TeachersStudents
TRUEFALSE
TRUE
How well do students at this school get along with each other?I have friends at recess.
How well do students at this school get along with each other?I have friends at recess.
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
t-psup-q3s-sbel-es3
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
78
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student 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
TeachersStudents
TRUEFALSE
TRUE
At this school, how respectful are students to each other?Grownups at this school like me for who I am.
At this school, how respectful are students to each other?Grownups at this school like me for who I am.
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
t-psup-q4s-sbel-es4
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
79
Perceptions of LearningSchool Culture
42
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Student Commitment To LearningRelationships
4B2B
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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Engagement In SchoolStudent Sense of Belonging
Draws on anonymous student reports about their level of focus, participation, and interest in class.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.
4B-i2B-i
Students
FALSE
TRUE
I like my class.Students at this school like me for who I am
I like my class.Students at this school like me for who I am
s-sten-es2s-sbel-es5
2.382.23
2.392.24
2.892.74
2.92.75
3.393.24
3.43.25
4.44.5
4.414.51
s-sten-es2
80
Perceptions of LearningSchool Culture
42
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Student Commitment To LearningRelationships
4B2B
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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Engagement In SchoolStudent Sense of Belonging
Draws on anonymous student reports about their level of focus, participation, and interest in class.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.
4B-i2B-i
Students
FALSE
TRUE
The school day goes by fast.Grownups treat students with respect.
The school day goes by fast.Grownups treat students with respect.
s-sten-es1s-sbel-es6
2.382.23
2.392.24
2.892.74
2.92.75
3.393.24
3.43.25
4.44.5
4.414.51
s-sten-es1
81
Community & WellbeingSchool Culture
52
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Civic EngagementRelationships
5A2B
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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Appreciation For DiversityStudent Sense of Belonging
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.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.
5A-i2B-i
Students
TRUEFALSE
TRUE
In general, how often do you try to understand how other people see things?Students treat each other with respect.
In general, how often do you try to understand how other people see things?Students treat each other with respect.
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
s-sper-q4s-sbel-es7
X
Q62
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.44.5
4.414.51
82
Community & WellbeingSchool Culture
52
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Civic EngagementRelationships
5A2B
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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Appreciation For DiversityStudent Sense of Belonging
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.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.
5A-i2B-i
Students
TRUEFALSE
TRUE
How often do you try to figure out what motivates others to behave as they do?There are grownups at my school who care about me.
How often do you try to figure out what motivates others to behave as they do?There are grownups at my school who care about me.
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
s-sper-q3s-sbel-es8
Q61
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.44.5
4.414.51
83
Community & WellbeingSchool Culture
52
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Civic EngagementRelationships
5A2B
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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Appreciation For DiversityStudent Sense of Belonging
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.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.
5A-i2B-i
Students
TRUEFALSE
TRUE
Overall, how often do you try to understand the point of view of other people?My teacher gives me help when I need it.
Overall, how often do you try to understand the point of view of other people?My teacher gives me help when I need it.
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
s-sper-q2s-sbel-es9
Q60
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.44.5
4.414.51
84
Community & WellbeingSchool Culture
52
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Civic EngagementRelationships
5A2B
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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Appreciation For DiversityStudent Sense of Belonging
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.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.
5A-i2B-i
Students
TRUE
TRUE
How often do you try to think of more than one explanation for why someone else acted as they did?Overall, how much do you feel like you belong at your school?
How often do you try to think of more than one explanation for why someone else acted as they did?Overall, how much do you feel like you belong at your school?
How often do you try to think of more than one explanation for why someone else acted as they did?Overall, how much do you feel like you belong at your school?
How often do you try to think of more than one explanation for why someone else acted as they did?Overall, how much do you feel like you belong at your school?
How often do you try to think of more than one explanation for why someone else acted as they did?Overall, how much do you feel like you belong at your school?
How often do you try to think of more than one explanation for why someone else acted as they did?Overall, how much do you feel like you belong at your school?
How often do you try to think of more than one explanation for why someone else acted as they did?Overall, how much do you feel like you belong at your school?
How often do you try to think of more than one explanation for why someone else acted as they did?Overall, how much do you feel like you belong at your school?
s-sper-q1s-sbel-q1
Q59Q44
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.44.5
4.414.51
85
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
TRUE
TRUE
How connected do you feel to the adults at your school?At your school, how accepted do you feel by the other students?
How connected do you feel to the adults at your school?At your school, how accepted do you feel by the other students?
How connected do you feel to the adults at your school?At your school, how accepted do you feel by the other students?
How connected do you feel to the adults at your school?At your school, how accepted do you feel by the other students?
How connected do you feel to the adults at your school?At your school, how accepted do you feel by the other students?
How connected do you feel to the adults at your school?At your school, how accepted do you feel by the other students?
How connected do you feel to the adults at your school?At your school, how accepted do you feel by the other students?
How connected do you feel to the adults at your school?At your school, how accepted do you feel by the other students?
s-sbel-q5s-sbel-q2
X
Q49Q45
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
86
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
TRUE
TRUE
How much respect do students in your school show you?How well do people at your school understand you?
How much respect do students in your school show you?How well do people at your school understand you?
How much respect do students in your school show you?How well do people at your school understand you?
How much respect do students in your school show you?How well do people at your school understand you?
How much respect do students in your school show you?How well do people at your school understand you?
How much respect do students in your school show you?How well do people at your school understand you?
How much respect do students in your school show you?How well do people at your school understand you?
How much respect do students in your school show you?How well do people at your school understand you?
s-sbel-q4s-sbel-q3
Q48Q46
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
87
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
TRUE
TRUE
How well do people at your school understand you?How much respect do students in your school show you?
How well do people at your school understand you?How much respect do students in your school show you?
How well do people at your school understand you?How much respect do students in your school show you?
How well do people at your school understand you?How much respect do students in your school show you?
How well do people at your school understand you?How much respect do students in your school show you?
How well do people at your school understand you?How much respect do students in your school show you?
How well do people at your school understand you?How much respect do students in your school show you?
How well do people at your school understand you?How much respect do students in your school show you?
s-sbel-q3s-sbel-q4
Q46Q48
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
88
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
TRUE
TRUE
At your school, how accepted do you feel by the other students?How connected do you feel to the adults at your school?
At your school, how accepted do you feel by the other students?How connected do you feel to the adults at your school?
At your school, how accepted do you feel by the other students?How connected do you feel to the adults at your school?
At your school, how accepted do you feel by the other students?How connected do you feel to the adults at your school?
At your school, how accepted do you feel by the other students?How connected do you feel to the adults at your school?
At your school, how accepted do you feel by the other students?How connected do you feel to the adults at your school?
At your school, how accepted do you feel by the other students?How connected do you feel to the adults at your school?
At your school, how accepted do you feel by the other students?How connected do you feel to the adults at your school?
s-sbel-q2s-sbel-q5
X
Q45Q49
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
89
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
RelationshipsCivic Engagement
2B5A
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which 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.
Student Sense of BelongingAppreciation For Diversity
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.Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
2B-i5A-i
Students
TRUE
TRUE
Overall, how much do you feel like you belong at your school?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how much do you feel like you belong at your school?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how much do you feel like you belong at your school?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how much do you feel like you belong at your school?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how much do you feel like you belong at your school?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how much do you feel like you belong at your school?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how much do you feel like you belong at your school?How often do you try to think of more than one explanation for why someone else acted as they did?
Overall, how much do you feel like you belong at your school?How often do you try to think of more than one explanation for why someone else acted as they did?
s-sbel-q1s-sper-q1
Q44Q59
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.54.4
4.514.41
90
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
RelationshipsCivic Engagement
2B5A
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which 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.
Student Sense of BelongingAppreciation For Diversity
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.Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
2B-i5A-i
Students
FALSETRUE
TRUE
My teacher gives me help when I need it.Overall, how often do you try to understand the point of view of other people?
My teacher gives me help when I need it.Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
s-sbel-es9s-sper-q2
Q60
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.54.4
4.514.41
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.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
Admin Data
MA DESE, 2019-20
TRUE
TRUE
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
a-vale-i1
X
#N/A
10
number
2.98
2.99
3.49
3.5
3.99
4
4.8
4.81
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
Admin Data
Constructed by MCIEA staff
TRUE
TRUE
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
a-vale-i2
#N/A
90
number
2.98
2.99
3.49
3.5
3.99
4
4.8
4.81
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
There are grownups at my school who care about me.
There are grownups at my school who care about me.
s-sbel-es8
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
Students treat each other with respect.
Students treat each other with respect.
s-sbel-es7
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
91
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
RelationshipsCivic Engagement
2B5A
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which 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.
Student Sense of BelongingAppreciation For Diversity
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.Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
2B-i5A-i
Students
FALSETRUE
TRUE
Grownups treat students with respect.How often do you try to figure out what motivates others to behave as they do?
Grownups treat students with respect.How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
s-sbel-es6s-sper-q3
Q61
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.54.4
4.514.41
92
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
Students
TRUE
TRUE
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
s-sper-q4
X
Q62
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
93
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
The school day goes by fast.
The school day goes by fast.
s-sten-es1
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es1
94
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
I like my class.
I like my class.
s-sten-es2
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es2
95
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
I am excited to come to school.
I am excited to come to school.
s-sten-es3
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es3
96
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
I get to learn about things that I am interested in at my school.
I get to learn about things that I am interested in at my school.
s-sten-es4
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es4
97
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
Most of the time, I am excited about learning.
Most of the time, I am excited about learning.
s-sten-es5
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es5
98
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
There are times when I have choices about what I learn.
There are times when I have choices about what I learn.
s-sten-es6
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es6
99
Perceptions of Learning
4
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Perceptions of student learning, development of their own academic identities, and progression along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
FALSE
TRUE
There are times when I get to share my ideas with my classmates.
There are times when I get to share my ideas with my classmates.
s-sten-es7
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
s-sten-es7
100
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
101
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
102
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
Students
TRUE
TRUE
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE)
s-sten-q3
Q29
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
103
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Content Specialists & Support Staff
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii
Students
TRUE
TRUE
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
s-sust-q1
X
Q56
2.33
2.34
2.84
2.85
3.34
3.35
4.25
4.26
104
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
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
105
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
FALSE
TRUE
I share what I do outside of school with my teacher.
I share what I do outside of school with my teacher.
s-tint-es1
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
s-tint-es1
106
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
FALSE
TRUE
My teacher asks what I like to do outside of school.
My teacher asks what I like to do outside of school.
s-tint-es2
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
s-tint-es2
107
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
FALSE
TRUE
My teacher cares about me when I am sick or upset.
My teacher cares about me when I am sick or upset.
s-tint-es3
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
s-tint-es3
108
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
FALSE
TRUE
My teacher listens to me when I talk to them.
My teacher listens to me when I talk to them.
s-tint-es4
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
s-tint-es4
109
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
FALSE
TRUE
My teacher helps me when I have a problem.
My teacher helps me when I have a problem.
s-tint-es5
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
s-tint-es5
110
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
Admin Data
MA DESE, 2019-20
TRUE
TRUE
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
a-vale-i1
X
#N/A
10
number
2.98
2.99
3.49
3.5
3.99
4
4.8
4.81
111
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
Admin Data
Constructed by MCIEA staff
TRUE
TRUE
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
a-vale-i2
#N/A
90
number
2.98
2.99
3.49
3.5
3.99
4
4.8
4.81
112
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
FALSE
TRUE
My teachers help students when English is hard for them to speak or to understand.
My teachers help students when English is hard for them to speak or to understand.
s-tint-es7
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
s-tint-es7
113
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
FALSE
TRUE
My school is kind to students who come from another country or speak another language.
My school is kind to students who come from another country or speak another language.
s-tint-es8
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
s-tint-es8
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.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
TRUE
TRUE
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
s-tint-q1
X
Q17
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
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.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
TRUE
TRUE
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey)
How interested is your teacher in what you do outside of class?
How interested is your teacher in what you do outside of class?
s-tint-q2
Q18
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
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.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
TRUE
TRUE
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
s-tint-q3
Q19
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
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.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
Students
TRUE
TRUE
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
s-tint-q4
Q20
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
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.
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 BelongingStudent-Teacher Relationships
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.Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-i2B-ii
Students
FALSETRUE
TRUE
Students at this school like me for who I amIf you had something on your mind, how carefully would your teacher listen to you?
Students at this school like me for who I amIf you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
s-sbel-es5s-tint-q5
Q21
2.23
2.24
2.74
2.75
3.24
3.25
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.
RelationshipsAcademic Orientation
2B2C
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Student Sense of BelongingValuing of Learning
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.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.
2B-i2C-i
Students
FALSE
TRUE
Grownups at this school like me for who I am.School is important to me.
Grownups at this school like me for who I am.School is important to me.
s-sbel-es4s-vale-es1
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
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.
RelationshipsAcademic Orientation
2B2C
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Student Sense of BelongingValuing of Learning
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.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.
2B-i2C-i
Students
FALSE
TRUE
I have friends at recess.School is important to my family.
I have friends at recess.School is important to my family.
s-sbel-es3s-vale-es2
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.5
4.51
121
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
RelationshipsAcademic Orientation
2B2C
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Student Sense of BelongingValuing of Learning
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.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.
2B-i2C-i
Students
FALSE
TRUE
I have friends in my classroom.I enjoy learning new things at school.
I have friends in my classroom.I enjoy learning new things at school.
s-sbel-es2s-vale-es3
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.5
4.51
122
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
RelationshipsAcademic Orientation
2B2C
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Student Sense of BelongingValuing of Learning
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.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.
2B-i2C-i
Students
FALSE
TRUE
My teacher gives all students help when they need it.I am a reader.
My teacher gives all students help when they need it.I am a reader.
s-sbel-es11s-vale-es4
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.5
4.51
123
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
RelationshipsAcademic Orientation
2B2C
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Student Sense of BelongingValuing of Learning
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.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.
2B-i2C-i
Students
FALSE
TRUE
I am happy when I am in class.I am a mathematician.
I am happy when I am in class.I am a mathematician.
s-sbel-es10s-vale-es5
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.5
4.51
124
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
RelationshipsAcademic Orientation
2B2C
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Student Sense of BelongingValuing of Learning
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.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.
2B-i2C-i
Students
FALSE
TRUE
I am happy when I am at school.I am a scientist.
I am happy when I am at school.I am a scientist.
s-sbel-es1s-vale-es6
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.5
4.51
125
Community & WellbeingResources
53
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
HealthFacilities & Personnel
5D3A
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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Social & Emotional HealthPhysical Space & Materials
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 teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
5D-i3A-i
StudentsAdmin Data
Constructed by MCIEA staff
TRUE
TRUE
On a normal day in school, how much are you able to concentrate?Average class size
On a normal day in school, how much are you able to concentrate?Average class size
On a normal day in school, how much are you able to concentrate?Average class size
On a normal day in school, how much are you able to concentrate?Average class size
On a normal day in school, how much are you able to concentrate?Average class size
On a normal day in school, how much are you able to concentrate?Average class size
On a normal day in school, how much are you able to concentrate?Average class size
On a normal day in school, how much are you able to concentrate?Average class size
s-poaf-q4a-reso-i1
X
Q72#N/A
20
number
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.8
4.314.81
126
Community & WellbeingSchool Culture
52
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the degree to which the school environment is safe, caring, and academically-oriented.
HealthAcademic Orientation
5D2C
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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Social & Emotional HealthValuing of Learning
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 how important school is to them and how much they view themselves as learners. It also includes attendance rates.
5D-i2C-i
Students
TRUEFALSE
TRUE
On a normal day in school, how confident do you feel?I am a good citizen.
On a normal day in school, how confident do you feel?I am a good citizen.
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
s-poaf-q3s-vale-es7
X
Q71
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.34.5
4.314.51
127
Community & WellbeingSchool Culture
52
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the degree to which the school environment is safe, caring, and academically-oriented.
HealthAcademic Orientation
5D2C
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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Social & Emotional HealthValuing of Learning
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 how important school is to them and how much they view themselves as learners. It also includes attendance rates.
5D-i2C-i
Students
TRUEFALSE
TRUE
How often are you enthusiastic at school?I wonder about things, am curious, and want to learn more.
How often are you enthusiastic at school?I wonder about things, am curious, and want to learn more.
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
s-poaf-q2s-vale-es8
Q70
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.34.5
4.314.51
128
Community & WellbeingSchool Culture
52
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the degree to which the school environment is safe, caring, and academically-oriented.
HealthAcademic Orientation
5D2C
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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Social & Emotional HealthValuing of Learning
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 how important school is to them and how much they view themselves as learners. It also includes attendance rates.
5D-i2C-i
Students
TRUE
TRUE
On a regular day at school, how often do you feel relaxed?Overall, how important is school to you?
On a regular day at school, how often do you feel relaxed?Overall, how important is school to you?
On a regular day at school, how often do you feel relaxed?Overall, how important is school to you?
On a regular day at school, how often do you feel relaxed?Overall, how important is school to you?
On a regular day at school, how often do you feel relaxed?Overall, how important is school to you?
On a regular day at school, how often do you feel relaxed?Overall, how important is school to you?
On a regular day at school, how often do you feel relaxed?Overall, how important is school to you?
On a regular day at school, how often do you feel relaxed?Overall, how important is school to you?
s-poaf-q1s-vale-q1
Q69Q50
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.34.5
4.314.51
129
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
SafetyAcademic Orientation
2A2C
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. 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.
Student Physical SafetyValuing of Learning
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.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.
2A-i2C-i
Students
TRUE
TRUE
How often do you feel like you might be harmed by someone at school?How curious are you to learn more about things you talked about in school?
How often do you feel like you might be harmed by someone at school?How curious are you to learn more about things you talked about in school?
How often do you feel like you might be harmed by someone at school?How curious are you to learn more about things you talked about in school?
How often do you feel like you might be harmed by someone at school?How curious are you to learn more about things you talked about in school?
How often do you feel like you might be harmed by someone at school?How curious are you to learn more about things you talked about in school?
How often do you feel like you might be harmed by someone at school?How curious are you to learn more about things you talked about in school?
How often do you feel like you might be harmed by someone at school?How curious are you to learn more about things you talked about in school?
How often do you feel like you might be harmed by someone at school?How curious are you to learn more about things you talked about in school?
s-phys-q4s-vale-q2
X
X
Q43Q53
2.782.68
2.792.69
3.293.19
3.33.2
3.793.69
3.83.7
4.5
4.51
130
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
SafetyAcademic Orientation
2A2C
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. 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.
Student Physical SafetyValuing of Learning
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.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.
2A-i2C-i
Students
TRUE
TRUE
Overall, how physically safe do you feel at school?How much do you enjoy learning in school?
Overall, how physically safe do you feel at school?How much do you enjoy learning in school?
Overall, how physically safe do you feel at school?How much do you enjoy learning in school?
Overall, how physically safe do you feel at school?How much do you enjoy learning in school?
Overall, how physically safe do you feel at school?How much do you enjoy learning in school?
Overall, how physically safe do you feel at school?How much do you enjoy learning in school?
Overall, how safe do you feel at school?How much do you enjoy learning in school?
Overall, how safe do you feel at school?How much do you enjoy learning in school?
s-phys-q3s-vale-q3
X
Q42Q54
2.782.68
2.792.69
3.293.19
3.33.2
3.793.69
3.83.7
4.5
4.51
131
School CultureResources
23
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
SafetyFacilities & Personnel
2A3A
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. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Student Physical SafetyContent Specialists & Support Staff
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.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.
2A-i3A-ii
StudentsAdmin Data
American School Counselor Association (2005)
TRUE
TRUE
How often do students get into physical fights at your school?Student to guidance counselor ratio (HS only)
How often do students get into physical fights at your school?Student to guidance counselor ratio (HS only)
How often do students get into physical fights at your school?Student to guidance counselor ratio
How often do students get into physical fights at your school?Student to guidance counselor ratio
How often do students get into physical fights at your school?Student to guidance counselor ratio
How often do students get into physical fights at your school?Student to guidance counselor ratio
How often do students get into physical fights at your school?Student to guidance counselor ratio
How often do students get into physical fights at your school?Student to guidance counselor ratio
s-phys-q2a-sust-i1
X
Q41#N/A
250
.ratio
2.782.98
2.792.99
3.293.49
3.33.5
3.793.99
3.84
4.54.9
4.514.91
132
School CultureResources
23
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
SafetyFacilities & Personnel
2A3A
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. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Student Physical SafetyContent Specialists & Support Staff
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.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.
2A-i3A-ii
StudentsAdmin Data
American School Counselor Association (2005)
TRUE
TRUE
How often do you worry about violence at your school?Student to mental health counselor ratio
How often do you worry about violence at your school?Student to mental health counselor ratio
How often do you worry about violence at your school?Student to mental health counselor ratio
How often do you worry about violence at your school?Student to mental health counselor ratio
How often do you worry about violence at your school?Student to mental health counselor ratio
How often do you worry about violence at your school?Student to mental health counselor ratio
How often do you worry about violence at your school?Student to mental health counselor ratio
How often do you worry about violence at your school?Student to mental health counselor ratio
s-phys-q1a-sust-i2
X
Q40#N/A
250
ratio
2.782.98
2.792.99
3.293.49
3.33.5
3.793.99
3.84
4.54.9
4.514.91
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
Students
TRUE
TRUE
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
How good is your teacher at helping you learn?
s-peff-q6
X
Q16
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
Students
TRUE
TRUE
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
How interesting does your teacher make the things you are learning?
s-peff-q5
Q15
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
Teachers
TRUE
TRUE
How well does your school foster academic challenge for all students?
How well does your school foster academic challenge for all students?
How well does your school foster academic challenge for all students?
How well does your school foster academic challenge for all students?
How well does your school foster academic challenge for all students?
How well does your school foster academic challenge for all students?
How well does your school foster academic challenge for all students?
Not in the 16-17 Surveys
t-acch-q1
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
Teachers
TRUE
TRUE
How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are struggling academically?
How effectively does your school challenge students who are struggling academically?
Not in the 16-17 Surveys
t-acch-q2
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Academic Challenge
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
2C-ii
Teachers
TRUE
TRUE
How effectively does your school challenge students who are thriving academically?
How effectively does your school challenge students who are thriving academically?
How effectively does your school challenge students who are thriving academically?
How effectively does your school challenge students who are thriving academically?
How effectively does your school challenge students who are thriving academically?
How effectively does your school challenge students who are thriving academically?
How effectively does your school challenge students who are thriving academically?
Not in the 16-17 Surveys
t-acch-q3
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Physical Space & Materials
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
3A-i
Admin Data
Constructed by MCIEA staff
TRUE
TRUE
Average class size
Average class size
Average class size
Average class size
Average class size
Average class size
Average class size
Average class size
a-reso-i1
X
#N/A
20
number
2.98
2.99
3.49
3.5
3.99
4
4.8
4.81
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Physical Space & Materials
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
3A-i
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
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.
Physical Space & MaterialsContent Specialists & Support Staff
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-i3A-ii
TeachersAdmin Data
NCES, 2007-08
TRUE
TRUE
How well-maintained are school facilities?Student to instructional support staff ratio
How well-maintained are school facilities during the pandemic?Student to instructional support staff ratio
How well-maintained are school facilities during the pandemic?Student to instructional support staff ratio
How well-maintained are school facilities during the pandemic?Student to instructional support staff ratio
How well-maintained are school facilities during the pandemic?Student to instructional support staff ratio
How well-maintained are school facilities?Student to instructional support staff ratio
How well-maintained are school facilities?Student to instructional support staff ratio
How well-maintained are school facilities?Student to instructional support staff ratio
t-reso-q5a-sust-i3
X
#N/A
43.4
ratio
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.254.9
4.264.91
134
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Content Specialists & Support Staff
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii
Admin Data
American School Counselor Association (2005)Constructed by MCIEA staff
TRUE
TRUE
Student to guidance counselor ratio (HS only)Student to art teacher ratio
Student to guidance counselor ratio (HS only)Student to art teacher ratio
Student to guidance counselor ratioStudent to art teacher ratio
Student to guidance counselor ratioStudent to art teacher ratio
Student to guidance counselor ratioStudent to art teacher ratio
Student to guidance counselor ratioStudent to art teacher ratio
Student to guidance counselor ratioStudent to art teacher ratio
Student to guidance counselor ratioStudent to art teacher ratio
a-sust-i1a-sust-i4
X
#N/A
250500
ratio
2.98
2.99
3.49
3.5
3.99
4
4.9
4.91
135
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Content Specialists & Support StaffValuing of Learning
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
3A-ii2C-i
Admin DataStudents
American School Counselor Association (2005)
TRUE
TRUE
Student to mental health counselor ratioHow much do you see yourself as a learner?
Student to mental health counselor ratioHow much do you see yourself as a learner?
Student to mental health counselor ratioHow much do you see yourself as a learner?
Student to mental health counselor ratioHow much do you see yourself as a learner?
Student to mental health counselor ratioHow much do you see yourself as a learner?
Student to mental health counselor ratioHow much do you see yourself as a learner?
Student to mental health counselor ratioHow much do you see yourself as a learner?
Student to mental health counselor ratioHow much do you see yourself as a learner?
a-sust-i2s-vale-q4
X
#N/AQ55
250
ratio
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.94.5
4.914.51
136
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Content Specialists & Support StaffAcademic Challenge
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
3A-ii2C-ii
Admin DataTeachers
NCES, 2007-08
TRUE
TRUE
Student to instructional support staff ratioHow well does your school foster academic challenge for all students?
Student to instructional support staff ratioHow well does your school foster academic challenge for all students?
Student to instructional support staff ratioHow well does your school foster academic challenge for all students?
Student to instructional support staff ratioHow well does your school foster academic challenge for all students?
Student to instructional support staff ratioHow well does your school foster academic challenge for all students?
Student to instructional support staff ratioHow well does your school foster academic challenge for all students?
Student to instructional support staff ratioHow well does your school foster academic challenge for all students?
Student to instructional support staff ratioNot in the 16-17 Surveys
a-sust-i3t-acch-q1
X
#N/A
43.4
ratio
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.94.5
4.914.51
137
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Content Specialists & Support StaffAcademic Challenge
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
3A-ii2C-ii
Admin DataTeachers
Constructed by MCIEA staff
TRUE
TRUE
Student to art teacher ratioHow effectively does your school challenge students who are struggling academically?
Student to art teacher ratioHow effectively does your school challenge students who are struggling academically?
Student to art teacher ratioHow effectively does your school challenge students who are struggling academically?
Student to art teacher ratioHow effectively does your school challenge students who are struggling academically?
Student to art teacher ratioHow effectively does your school challenge students who are struggling academically?
Student to art teacher ratioHow effectively does your school challenge students who are struggling academically?
Student to art teacher ratioHow effectively does your school challenge students who are struggling academically?
Student to art teacher ratioNot in the 16-17 Surveys
a-sust-i4t-acch-q2
X
#N/A
500
ratio
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.94.5
4.914.51
138
Teachers & LeadershipSchool Culture
12
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Teachers & The Teaching EnvironmentAcademic Orientation
1A2C
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.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.
Effective PracticesAcademic Challenge
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
1A-ii2C-ii
StudentsTeachers
TRUE
TRUE
How well can your teacher tell whether or not you understand a topic?How effectively does your school challenge students who are thriving academically?
How well can your teacher tell whether or not you understand a topic?How effectively does your school challenge students who are thriving academically?
How well can your teacher tell whether or not you understand a topic?How effectively does your school challenge students who are thriving academically?
How well can your teacher tell whether or not you understand a topic?How effectively does your school challenge students who are thriving academically?
How well can your teacher tell whether or not you understand a topic?How effectively does your school challenge students who are thriving academically?
How well can your teacher tell whether or not you understand a topic?How effectively does your school challenge students who are thriving academically?
How well can your teacher tell whether or not you understand a topic?How effectively does your school challenge students who are thriving academically?
How well can your teacher tell whether or not you understand a topic?Not in the 16-17 Surveys
s-peff-q4t-acch-q3
Q14#N/A
2.482.68
2.492.69
2.993.19
33.2
3.493.69
3.53.7
4.74.5
4.714.51
139
Teachers & LeadershipResources
13
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Teachers & The Teaching EnvironmentLearning Resources
1A3B
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.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.
Effective PracticesCurricular Strength & Variety
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.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.
1A-ii3B-i
StudentsAdmin Data
Constructed by MCIEA staff
TRUE
TRUE
When you need extra help, how good is your teacher at giving you that help?Percent graduates completing MassCORE (HS only)
When you need extra help, how good is your teacher at giving you that help?Percent graduates completing MassCORE (HS only)
When you need extra help, how good is your teacher at giving you that help?Percent graduates completing MassCORE (HS only)
When you need extra help, how good is your teacher at giving you that help?Percent graduates completing MassCORE (HS only)
When you need extra help, how good is your teacher at giving you that help?Percent graduates completing MassCORE (HS only)
When you need extra help, how good is your teacher at giving you that help?Percent graduates completing MassCORE (HS only)
When you need extra help, how good is your teacher at giving you that help?Percent graduates completing MassCORE (HS only)
When you need extra help, how good is your teacher at giving you that help?Percent graduates completing MassCORE (HS only)
s-peff-q3a-curv-i1
X
Q12#N/A
90
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.6
4.714.61
140
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & PersonnelLearning Resources
3A3B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Content Specialists & Support StaffCurricular Strength & Variety
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3A-ii3B-i
TeachersAdmin Data
Constructed by MCIEA staff
TRUE
TRUE
Overall, how effective is the support students receive from non-teaching staff?Percent juniors and seniors enrolled in one AP (HS only)
Overall, how effective is the support students receive from non-teaching staff?Percent juniors and seniors enrolled in one AP (HS only)
Overall, how effective is the support students receive from non-teaching staff?Percent juniors and seniors enrolled in one AP (HS only)
Overall, how effective is the support students receive from non-teaching staff?Percent juniors and seniors enrolled in one AP (HS only)
Overall, how effective is the support students receive from non-teaching staff?Percent juniors and seniors enrolled in one AP (HS only)
Overall, how effective is the support students receive from non-teaching staff?Percent juniors and seniors enrolled in one AP (HS only)
Overall, how effective is the support students receive from non-teaching staff?Percent juniors and seniors enrolled in one AP (HS only)
Overall, how effective is the support students receive from non-teaching staff?Percent juniors and seniors enrolled in one AP (HS only)
t-sust-q1a-curv-i2
X
#N/A
30
percentage
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.254.6
4.264.61
141
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & PersonnelLearning Resources
3A3B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Content Specialists & Support StaffCurricular Strength & Variety
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3A-ii3B-i
TeachersAdmin Data
Constructed by MCIEA staff
TRUE
TRUE
How adequate is the number of non-teaching support staff?Percent AP test takers scoring 3 or higher (HS only)
How adequate is the number of non-teaching support staff?Percent AP test takers scoring 3 or higher (HS only)
How adequate is the number of non-teaching support staff?Percent AP test takers scoring 3 or higher (HS only)
How adequate is the number of non-teaching support staff?Percent AP test takers scoring 3 or higher (HS only)
How adequate is the number of non-teaching support staff?Percent AP test takers scoring 3 or higher (HS only)
How adequate is the number of non-teaching support staff?Percent AP test takers scoring 3 or higher (HS only)
How adequate is the number of non-teaching support staff?Percent AP test takers scoring 3 or higher (HS only)
How adequate is the number of non-teaching support staff?Percent AP test takers scoring 3 or higher (HS only)
t-sust-q2a-curv-i3
X
#N/A
20
percentage
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.254.6
4.264.61
142
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & PersonnelLearning Resources
3A3B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Content Specialists & Support StaffCurricular Strength & Variety
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3A-ii3B-i
TeachersAdmin Data
NCES, 2009
TRUE
TRUE
How often are non-teaching support staff available for students with non-academic issues?Percent students of color enrolled in advanced coursework (HS only)
How often are non-teaching support staff available either online or in person for students with non-academic issues?Percent students of color completing advanced coursework (HS only)
How often are non-teaching support staff available either online or in person for students with non-academic issues?Percent students of color enrolled in advanced coursework (HS only)
How often are non-teaching support staff available either online or in person for students with non-academic issues?Percent students of color enrolled in advanced coursework (HS only)
How often are non-teaching support staff available either online or in person for students with non-academic issues?Percent students of color enrolled in advanced coursework (HS only)
How often are non-teaching support staff available for students with non-academic issues?Percent students of color enrolled in advanced coursework (HS only)
How often are non-teaching support staff available for students with non-academic issues?Percent students of color enrolled in advanced coursework (HS only)
How often are non-teaching support staff available for students with non-academic issues?Percent students of color enrolled in advanced coursework (HS only)
t-sust-q3a-curv-i4
X
#N/A
36.4
percentage
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.254.6
4.264.61
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.
Facilities & PersonnelLearning Resources
3A3B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Content Specialists & Support StaffCurricular Strength & Variety
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3A-ii3B-i
TeachersAdmin Data
TRUE
TRUE
How often are non-teaching support staff available for students who are struggling academically?Student to number of courses ratio (HS only)
How often are non-teaching support staff available either online or in person for students who are struggling academically?Student to number of courses ratio (HS only)
How often are non-teaching support staff available either online or in person for students who are struggling academically?Student to number of courses ratio (HS only)
How often are non-teaching support staff available either online or in person for students who are struggling academically?Student to number of courses ratio (HS only)
How often are non-teaching support staff available either online or in person for students who are struggling academically?Student to number of courses ratio (HS only)
How often are non-teaching support staff available for students who are struggling academically?Student to number of courses ratio (HS only)
How often are non-teaching support staff available for students who are struggling academically?Student to number of courses ratio (HS only)
How often are non-teaching support staff available for students who are struggling academically?Student to number of courses ratio (HS only)
t-sust-q4a-curv-i5
X
X
#N/A
5
ratio
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.254.6
4.264.61
144
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
Admin Data
Constructed by MCIEA staff
TRUE
TRUE
Percent graduates completing MassCORE (HS only)Student to number of electives ratio (completely free choice) (HS only)
Percent graduates completing MassCORE (HS only)Student to number of electives ratio (completely free choice) (HS only)
Percent graduates completing MassCORE (HS only)Student to number of electives ratio (completely free choice) (HS only)
Percent graduates completing MassCORE (HS only)Student to number of electives ratio (completely free choice) (HS only)
Percent graduates completing MassCORE (HS only)Student to number of electives ratio (completely free choice) (HS only)
Percent graduates completing MassCORE (HS only)Student to number of electives ratio (completely free choice) (HS only)
Percent graduates completing MassCORE (HS only)Student to number of electives ratio (completely free choice) (HS only)
Percent graduates completing MassCORE (HS only)Student to number of electives ratio (completely free choice) (HS only)
a-curv-i1a-curv-i6
X
X
#N/A
902
percentageratio
2.98
2.99
3.49
3.5
3.99
4
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 ResourcesCommunity Support
3B3C
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3B-i3C-ii
Admin DataTeachers
Constructed by MCIEA staff
TRUE
TRUE
Percent juniors and seniors enrolled in one AP (HS only)How effectively does this school connect with immigrant families, providing translation when necessary?
Percent juniors and seniors enrolled in one AP (HS only)How effectively does this school connect with immigrant families, providing translation when necessary?
Percent juniors and seniors enrolled in one AP (HS only)How effectively does this school connect with immigrant families, providing translation when necessary?
Percent juniors and seniors enrolled in one AP (HS only)How effectively does this school connect with immigrant families, providing translation when necessary?
Percent juniors and seniors enrolled in one AP (HS only)How effectively does this school connect with immigrant families, providing translation when necessary?
Percent juniors and seniors enrolled in one AP (HS only)How effectively does this school connect with immigrant families, providing translation when necessary?
Percent juniors and seniors enrolled in one AP (HS only)How effectively does this school connect with immigrant families, providing translation when necessary?
Percent juniors and seniors enrolled in one AP (HS only)How effectively does this school connect with immigrant families, providing translation when necessary?
a-curv-i2t-ceng-q1
X
#N/A
30
percentage
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.64.4
4.614.41
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 ResourcesCommunity Support
3B3C
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3B-i3C-ii
Admin DataTeachers
Constructed by MCIEA staff
TRUE
TRUE
Percent AP test takers scoring 3 or higher (HS only)How effectively does this school respond to the needs and values of the surrounding community?
Percent AP test takers scoring 3 or higher (HS only)How effectively does this school respond to the needs and values of the surrounding community?
Percent AP test takers scoring 3 or higher (HS only)How effectively does this school respond to the needs and values of the surrounding community?
Percent AP test takers scoring 3 or higher (HS only)How effectively does this school respond to the needs and values of the surrounding community?
Percent AP test takers scoring 3 or higher (HS only)How effectively does this school respond to the needs and values of the surrounding community?
Percent AP test takers scoring 3 or higher (HS only)How effectively does this school respond to the needs and values of the surrounding community?
Percent AP test takers scoring 3 or higher (HS only)How effectively does this school respond to the needs and values of the surrounding community?
Percent AP test takers scoring 3 or higher (HS only)How effectively does this school respond to the needs and values of the surrounding community?
a-curv-i3t-ceng-q2
X
#N/A
20
percentage
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.64.4
4.614.41
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.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
Admin Data
NCES, 2009
TRUE
TRUE
Percent students of color completing advanced coursework (HS only)
Percent students of color completing advanced coursework (HS only)
Percent students of color enrolled in advanced coursework (HS only)
Percent students of color enrolled in advanced coursework (HS only)
Percent students of color enrolled in advanced coursework (HS only)
Percent students of color enrolled in advanced coursework (HS only)
Percent students of color enrolled in advanced coursework (HS only)
Percent students of color enrolled in advanced coursework (HS only)
a-curv-i4
X
#N/A
36.4
percentage
2.98
2.99
3.49
3.5
3.99
4
4.6
4.61
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3B-i
Admin Data
TRUE
TRUE
Student to number of courses ratio (HS only)
Student to number of courses ratio (HS only)
Student to number of courses ratio (HS only)
Student to number of courses ratio (HS only)
Student to number of courses ratio (HS only)
Student to number of courses ratio (HS only)
Student to number of courses ratio (HS only)
Student to number of courses ratio (HS only)
a-curv-i5
X
X
#N/A
5
ratio
2.98
2.99
3.49
3.5
3.99
4
4.6
4.61
147
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesCommunity Support
3B3C
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3B-i3C-ii
Admin DataTeachers
TRUE
TRUE
Student to number of electives ratio (completely free choice) (HS only)To what extent are all groups of parents represented in the governance of the school?
Student to number of electives ratio (completely free choice) (HS only)To what extent are all groups of parents represented in the governance of the school?
Student to number of electives ratio (completely free choice) (HS only)To what extent are all groups of parents represented in the governance of the school?
Student to number of electives ratio (completely free choice) (HS only)To what extent are all groups of parents represented in the governance of the school?
Student to number of electives ratio (completely free choice) (HS only)To what extent are all groups of parents represented in the governance of the school?
Student to number of electives ratio (completely free choice) (HS only)To what extent are all groups of parents represented in the governance of the school?
Student to number of electives ratio (completely free choice) (HS only)To what extent are all groups of parents represented in the governance of the school?
Student to number of electives ratio (completely free choice) (HS only)To what extent are all groups of parents represented in the governance of the school?
a-curv-i6t-ceng-q3
X
X
#N/A
2
ratio
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.64.4
4.614.41
148
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesCommunity Support
3B3C
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3B-i3C-ii
Teachers
TRUE
TRUE
Overall, how rigorous is the curriculum that you are expected to teach?Overall, how effectively does this school connect with the community?
Overall, how rigorous is the curriculum that you are expected to teach?Overall, how effectively does this school connect with the community?
Overall, how rigorous is the curriculum that you are expected to teach?Overall, how effectively does this school connect with the community?
Overall, how rigorous is the curriculum that you are expected to teach?Overall, how effectively does this school connect with the community?
Overall, how rigorous is the curriculum that you are expected to teach?Overall, how effectively does this school connect with the community?
Overall, how rigorous is the curriculum that you are expected to teach?Overall, how effectively does this school connect with the community?
Overall, how rigorous is the curriculum that you are expected to teach?Overall, how effectively does this school connect with the community?
Overall, how rigorous is the curriculum that you are expected to teach?Overall, how effectively does this school connect with the community?
t-curv-q1t-ceng-q4
#N/A
2.332.18
2.342.19
2.842.69
2.852.7
3.343.19
3.353.2
4.64.4
4.614.41
149
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Curricular Strength & Variety
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
How coherent is the curriculum that you are expected to teach?Percent students of color completing advanced coursework (HS only)
How coherent is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
How coherent is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
How coherent is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
How coherent is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
How coherent is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
How coherent is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
How coherent is the curriculum that you are expected to teach?Student to number of electives ratio (completely free choice) (HS only)
t-curv-q2a-curv-i7
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
150
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
3B-i3B-ii
TeachersAdmin Data
MA DESE, 2019-20, state average
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?Teacher-student parity index: teachers of color/ students of color
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Teacher-student parity index: teachers of color/ students of color
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Teacher-student parity index: % teachers of color/% students of color
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Teacher-student parity index: % teachers of color/% students of color
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Teacher-student parity index: % teachers of color/% students of color
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Teacher-student parity index: % teachers of color/% students of color
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Teacher-student parity index: % teachers of color/% students of color
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Teacher-student parity index: % teachers of color/% students of color
t-curv-q3a-cure-i1
#N/A
0.26
ratio
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.6
4.61
151
ResourcesTeachers & Leadership
31
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Learning ResourcesLeadership
3B1B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine 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.
Curricular Strength & VarietySupport For Teaching Development & Growth
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous teacher reports on the quality of professional development.
3B-i1B-ii
Teachers
TRUE
TRUE
How well-rounded is the curriculum that you and your colleagues teach?How often do teachers here work together to plan curriculum and instruction?
How well-rounded is the curriculum that you and your colleagues teach?How often do teachers here work together to plan curriculum and instruction?
How well-rounded is the curriculum that you and your colleagues teach?How often do teachers here work together to plan curriculum and instruction?
How well-rounded is the curriculum that you and your colleagues teach?How often do teachers here work together to plan curriculum and instruction?
How well-rounded is the curriculum that you and your colleagues teach?How often do teachers here work together to plan curriculum and instruction?
How well-rounded is the curriculum that you and your colleagues teach?How often do teachers here work together to plan curriculum and instruction?
How well-rounded is the curriculum that you and your colleagues teach?How often do teachers here work together to plan curriculum and instruction?
How well-rounded is the curriculum that you and your colleagues teach?How often do teachers here work together to plan curriculum and instruction?
t-curv-q4t-coll-q1
#N/A
2.332.48
2.342.49
2.842.99
2.853
3.343.49
3.353.5
4.64.5
4.614.51
152
ResourcesTeachers & Leadership
31
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Learning ResourcesLeadership
3B1B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine 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.
Cultural ResponsivenessSupport For Teaching Development & Growth
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous teacher reports on the quality of professional development.
3B-ii1B-ii
Admin DataTeachers
MA DESE, 2019-20, state average
TRUE
TRUE
Teacher-student parity index: teachers of color/ students of colorHow hard do teachers here work to coordinate their teaching with instruction at other grade levels?
Teacher-student parity index: teachers of color/ students of colorHow hard do teachers here work to coordinate their teaching with instruction at other grade levels?
Teacher-student parity index: % teachers of color/% students of colorHow hard do teachers here work to coordinate their teaching with instruction at other grade levels?
Teacher-student parity index: % teachers of color/% students of colorHow hard do teachers here work to coordinate their teaching with instruction at other grade levels?
Teacher-student parity index: % teachers of color/% students of colorHow hard do teachers here work to coordinate their teaching with instruction at other grade levels?
Teacher-student parity index: % teachers of color/% students of colorHow hard do teachers here work to coordinate their teaching with instruction at other grade levels?
Teacher-student parity index: % teachers of color/% students of colorHow hard do teachers here work to coordinate their teaching with instruction at other grade levels?
Teacher-student parity index: % teachers of color/% students of colorHow hard do teachers here work to coordinate their teaching with instruction at other grade levels?
a-cure-i1t-coll-q2
#N/A
0.26
ratio
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.64.5
4.614.51
153
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 EnvironmentLeadership
1A1B
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.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.
Effective PracticesSupport For Teaching Development & Growth
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.Draws on anonymous teacher reports on the quality of professional development.
1A-ii1B-ii
StudentsTeachers
TRUE
TRUE
For this class, how clearly does your teacher present the information that you need to learn?How often do teachers here collaborate to make the school run effectively?
For this class, how clearly does your teacher present the information that you need to learn?How often do teachers here collaborate to make the school run effectively?
For this class, how clearly does your teacher present the information that you need to learn?How often do teachers here collaborate to make the school run effectively?
For this class, how clearly does your teacher present the information that you need to learn?How often do teachers here collaborate to make the school run effectively?
For this class, how clearly does your teacher present the information that you need to learn?How often do teachers here collaborate to make the school run effectively?
For this class, how clearly does your teacher present the information that you need to learn?How often do teachers here collaborate to make the school run effectively?
For this class, how clearly does your teacher present the information that you need to learn?How often do teachers here collaborate to make the school run effectively?
For this class, how clearly does your teacher present the information that you need to learn?How often do teachers here collaborate to make the school run effectively?
s-peff-q2t-coll-q3
Q11#N/A
2.48
2.49
2.99
3
3.49
3.5
4.74.5
4.714.51
154
Teachers & LeadershipResources
13
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Teachers & The Teaching EnvironmentLearning Resources
1A3B
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.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.
Effective PracticesCultural Responsiveness
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.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.
1A-ii3B-ii
StudentsTeachers
TRUE
TRUE
Overall, how much have you learned from your teacher?How able are you to integrate material from different cultures into your instruction?
Overall, how much have you learned from your teacher?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how much have you learned from your teacher?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how much have you learned from your teacher?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how much have you learned from your teacher?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how much have you learned from your teacher?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how much have you learned from your teacher?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how much have you learned from your teacher?How able are you to integrate material from different cultures into your instruction either online or in person?'
s-peff-q1t-cure-q1
Q10#N/A
2.482.33
2.492.34
2.992.84
32.85
3.493.34
3.53.35
4.74.6
4.714.61
155
Community & WellbeingResources
53
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Work EthicLearning Resources
5B3B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Growth MindsetCo-Curricular Activities
Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).
5B-ii3B-iii
StudentsAdmin Data
Census
TRUE
TRUE
How much do you think that intelligence is something that can be changed?Student to co-curricular activities ratio (HS only)
How much do you think that intelligence is something that can be changed?Student to co-curricular activities ratio (HS only)
How much do you think that intelligence is something that can be changed?Student to co-curricular activities ratio (HS only)
How much do you think that intelligence is something that can be changed?Student to co-curricular activities ratio (HS only)
How much do you think that intelligence is something that can be changed?Student to co-curricular activities ratio (HS only)
How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE)Student to co-curricular activities ratio (HS only)
How much do you think that needing to try really hard in a subject at school means you can’t be good at it? (NOT USED IN THE SCORE)Student to co-curricular activities ratio (HS only)
Not in the 16-17 SurveysStudent to co-curricular activities ratio (HS only)
s-grmi-q4a-cocu-i1
X
X
Q36#N/A
57
ratio
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.6
4.314.61
156
Community & WellbeingResources
53
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Work EthicLearning Resources
5B3B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Growth MindsetCultural Responsiveness
Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.Draws on anonymous student reports 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.
5B-ii3B-ii
StudentsTeachers
TRUE
TRUE
How much do you think that struggling as a writer is something someone can change?How often do you integrate culturally diverse content into your teaching?
How much do you think that struggling as a writer is something someone can change?How often do you integrate culturally diverse content into your teaching?
How much do you think that struggling as a writer is something someone can change?How often do you integrate culturally diverse content into your teaching?
How much do you think that struggling as a writer is something someone can change?How often do you integrate culturally diverse content into your teaching?
How much do you think that struggling as a writer is something someone can change?How often do you integrate culturally diverse content into your teaching?
How much do you think that struggling as a writer is something someone can change?How often do you integrate culturally diverse content into your teaching?
How much do you think that struggling as a writer is something someone can change?How often do you integrate culturally diverse content into your teaching?
Not in the 16-17 SurveysHow often do you integrate culturally diverse content into your teaching?
s-grmi-q3t-cure-q2
Q127#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.6
4.314.61
157
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Cultural Responsiveness
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
158
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
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 motivated are you to integrate culturally diverse content in your classroom?
How able are you to integrate material from different cultures into your instruction either online or in person?'How motivated are you to integrate culturally diverse content in your classroom?
How able are you to integrate material from different cultures into your instruction either online or in person?'How motivated are you to integrate culturally diverse content in your classroom?
How able are you to integrate material from different cultures into your instruction either online or in person?'How motivated are you to integrate culturally diverse content in your classroom?
How able are you to integrate material from different cultures into your instruction either online or in person?'How motivated are you to integrate culturally diverse content in your classroom?
How able are you to integrate material from different cultures into your instruction either online or in person?'How motivated are you to integrate culturally diverse content in your classroom?
How able are you to integrate material from different cultures into your instruction either online or in person?'How motivated are you to integrate culturally diverse content in your classroom?
How able are you to integrate material from different cultures into your instruction either online or in person?'How motivated are you to integrate culturally diverse content in your classroom?
t-cure-q1t-cure-q4
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
159
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
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 ResponsivenessCurricular Strength & Variety
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous teacher reports 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-ii3B-i
Teachers
TRUE
TRUE
How often do you integrate culturally diverse content into your teaching?Overall, how rigorous is the curriculum that you are expected to teach?
How often do you integrate culturally diverse content into your teaching?Overall, how rigorous is the curriculum that you are expected to teach?
How often do you integrate culturally diverse content into your teaching?Overall, how rigorous is the curriculum that you are expected to teach?
How often do you integrate culturally diverse content into your teaching?Overall, how rigorous is the curriculum that you are expected to teach?
How often do you integrate culturally diverse content into your teaching?Overall, how rigorous is the curriculum that you are expected to teach?
How often do you integrate culturally diverse content into your teaching?Overall, how rigorous is the curriculum that you are expected to teach?
How often do you integrate culturally diverse content into your teaching?Overall, how rigorous is the curriculum that you are expected to teach?
How often do you integrate culturally diverse content into your teaching?Overall, how rigorous is the curriculum that you are expected to teach?
t-cure-q2t-curv-q1
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
160
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
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 ResponsivenessCulturally Responsive Curriculum
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous parent reports about the cultural responsiveness of the curriculum.
3B-ii
TeachersNo source
Low alpha
TRUEFALSE
TRUEFALSE
How often do you use teaching strategies to facilitate learning among culturally diverse students?My child(ren) have opportunities to learn about people
from racial and social backgrounds that differ from our
family's backgrounds.
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-q3p-cure-q1
#N/AQ104
Discuss improvements with Maynard DEI
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
161
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
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 ResponsivenessCulturally Responsive Curriculum
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous parent reports about the cultural responsiveness of the curriculum.
3B-ii
TeachersNo source
Low alpha
TRUEFALSE
TRUEFALSE
How motivated are you to integrate culturally diverse content in your classroom?My child(ren) have opportunities to make friends with
others from different racial or social backgrounds at
school.
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-q4p-cure-q2
#N/AQ47
Discuss improvements with Maynard DEI
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Co-Curricular Activities
Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).
3B-iii
Admin Data
Census
TRUE
TRUE
Student to co-curricular activities ratio (HS only)
Student to co-curricular activities ratio (HS only)
Student to co-curricular activities ratio (HS only)
Student to co-curricular activities ratio (HS only)
Student to co-curricular activities ratio (HS only)
Student to co-curricular activities ratio (HS only)
Student to co-curricular activities ratio (HS only)
Student to co-curricular activities ratio (HS only)
a-cocu-i1
X
X
#N/A
57
ratio
2.98
2.99
3.49
3.5
3.99
4
4.6
4.61
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 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.Draws on anonymous parent reports about the cultural responsiveness of the curriculum.
3C-i
TeachersNo source
Low alpha
TRUEFALSE
TRUEFALSE
How often do you connect with parents at your school?My child(ren) have opportunities to learn about people
who are similar to them in the school curriculum.
How often do you connect with parents at your school?
How often do you connect with parents at your school?
How often do you connect with parents at your school?
How often do you connect with parents at your school?
How often do you connect with parents at your school?
How often do you connect with parents at your school?
How often do you connect with parents at your school?
t-peng-q1p-cure-q3
#N/AQ48
Discuss improvements with Maynard DEI
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
163
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
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
164
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-i3C-ii
School-Family Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
TeachersParents
Confirmed by EFA
TRUE
TRUE
How involved have parents been in fundraising efforts at your school?I know who to contact when I have a school-related
question.
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-q2p-comm-q1
#N/AQ17
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.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-i3C-ii
School-Family Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
TeachersParents
confirmed by EFA
TRUE
TRUE
How involved have parents been with parent groups at your school?I know how to find important information and news about
my child(ren)'s 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-q3p-comm-q2
#N/AQ31
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
166
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-i3C-ii
School-Family Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
TeachersParents
confirmed by EFA
TRUE
TRUE
How often does the average parent help out at your school?In general, when I ask a question, I get a response in a
timely fashion.
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-q4p-comm-q3
#N/AQ66
Update survey item ID in qualtrics
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.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-i3C-ii
Teacher Communication - ParentSchool-Family Communication - Parent
Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
Parents
New scale - teacher communicationconfirmed by EFA
TRUE
TRUE
There are adequate opportunities to meet with my
child(ren)'s teacher(s), e.g., parent-teacher conferences?The current emailed newsletters (from the principal,
superintendent, PTO, school counselors, etc.) are effective
in sharing information with the community.
p-tcom-q1p-comm-q4
Q20Q33
Update survey item ID in qualtrics
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 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.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.
3C-i3B-i
Teacher Communication - Parent
Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers.
No sourceTeachers
New scale - teacher communication
TRUE
FALSETRUE
There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?How coherent is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?
How coherent is the curriculum that you are expected to teach?
p-tcom-q2t-curv-q2
Q20#N/A
Update survey item ID in qualtrics
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
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 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.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.
3C-i3B-i
Teacher Communication - Parent
Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers.
ParentsTeachers
New scale - teacher communication
TRUE
TRUE
I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to.If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
p-tcom-q3t-curv-q3
Q100#N/A
Update survey item ID in qualtrics
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
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 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.
Community Involvement & External PartnersCurricular Strength & Variety
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 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.
3C-ii3B-i
Teachers
TRUE
TRUE
How effectively does this school connect with immigrant families, providing translation when necessary?How well-rounded is the curriculum that you and your colleagues teach?
How effectively does this school connect with immigrant families, providing translation when necessary?How well-rounded is the curriculum that you and your colleagues teach?
How effectively does this school connect with immigrant families, providing translation when necessary?How well-rounded is the curriculum that you and your colleagues teach?
How effectively does this school connect with immigrant families, providing translation when necessary?How well-rounded is the curriculum that you and your colleagues teach?
How effectively does this school connect with immigrant families, providing translation when necessary?How well-rounded is the curriculum that you and your colleagues teach?
How effectively does this school connect with immigrant families, providing translation when necessary?How well-rounded is the curriculum that you and your colleagues teach?
How effectively does this school connect with immigrant families, providing translation when necessary?How well-rounded is the curriculum that you and your colleagues teach?
How effectively does this school connect with immigrant families, providing translation when necessary?How well-rounded is the curriculum that you and your colleagues teach?
t-ceng-q1t-curv-q4
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
171
ResourcesCommunity & Wellbeing
35
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Community SupportCreative & Performing Arts
3C5C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
Community Involvement & External PartnersParticipation In Creative & Performing Arts
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 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.
3C-ii5C-i
Teachers
TRUE
TRUE
How effectively does this school respond to the needs and values of the surrounding community?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
How effectively does this school respond to the needs and values of the surrounding community?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
How effectively does this school respond to the needs and values of the surrounding community?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
How effectively does this school respond to the needs and values of the surrounding community?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
How effectively does this school respond to the needs and values of the surrounding community?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
How effectively does this school respond to the needs and values of the surrounding community?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
How effectively does this school respond to the needs and values of the surrounding community?In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
How effectively does this school respond to the needs and values of the surrounding community?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-ceng-q2t-expa-q2
#N/A
2.182.23
2.192.24
2.692.74
2.72.75
3.193.24
3.23.25
4.44.3
4.414.31
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 PartnersFamily-School Relationships
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-ii3C-i
Teacher Communication - Parent
Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers.
TeachersNo source
New scale - teacher communication
TRUE
TRUEFALSE
To what extent are all groups of parents represented in the governance of the school?There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?
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-q3p-tcom-q2
#N/AQ20
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
173
ResourcesCommunity & Wellbeing
35
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Community SupportCreative & Performing Arts
3C5C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
Community Involvement & External PartnersParticipation In Creative & Performing Arts
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 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.
3C-ii5C-i
Teachers
TRUE
TRUE
Overall, how effectively does this school connect with the community?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
Overall, how effectively does this school connect with the community?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
Overall, how effectively does this school connect with the community?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
Overall, how effectively does this school connect with the community?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
Overall, how effectively does this school connect with the community?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
Overall, how effectively does this school connect with the community?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
Overall, how effectively does this school connect with the community?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
Overall, how effectively does this school connect with the community?In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
t-ceng-q4t-expa-q3
#N/A
2.182.23
2.192.24
2.692.74
2.72.75
3.193.24
3.23.25
4.44.3
4.414.31
174
ResourcesTeachers & Leadership
31
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Community SupportTeachers & The Teaching Environment
3C1A
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 teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Community Involvement & External PartnersEffective Practices
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
3C-ii1A-ii
School-Family Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
ParentsTeachers
Confirmed by EFA
TRUE
TRUE
I know who to contact when I have a school-related
question.How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
How confident are you in your ability to present material clearly?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
p-comm-q1t-ieff-q1
Q17#N/A
Update survey item ID in qualtrics
2.182.48
2.192.49
2.692.99
2.73
3.193.49
3.23.5
4.44.7
4.414.71
175
ResourcesTeachers & Leadership
31
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Community SupportTeachers & The Teaching Environment
3C1A
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 teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Community Involvement & External PartnersEffective Practices
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
3C-ii1A-ii
School-Family Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
ParentsTeachers
confirmed by EFA
TRUE
TRUE
I know how to find important information and news about
my child(ren)'s school.How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
How confident are you in your ability to identify gaps in student understanding?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
p-comm-q2t-ieff-q2
Q31#N/A
Update survey item ID in qualtrics
2.182.48
2.192.49
2.692.99
2.73
3.193.49
3.23.5
4.44.7
4.414.71
176
ResourcesTeachers & Leadership
31
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Community SupportTeachers & The Teaching Environment
3C1A
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 teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Community Involvement & External PartnersEffective Practices
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
3C-ii1A-ii
School-Family Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
ParentsTeachers
confirmed by EFA
TRUE
TRUE
In general, when I ask a question, I get a response in a
timely fashion.How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
How confident are you in your ability to provide extra help to students who need it?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
p-comm-q3t-ieff-q3
Q66#N/A
Update survey item ID in qualtrics
2.182.48
2.192.49
2.692.99
2.73
3.193.49
3.23.5
4.44.7
4.414.71
177
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External PartnersFamily-School Relationships
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-ii3C-i
School-Family Communication - ParentTeacher Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers.
Parents
confirmed by EFANew scale - teacher communication
TRUE
TRUE
The current emailed newsletters (from the principal,
superintendent, PTO, school counselors, etc.) are effective
in sharing information with the community.There are adequate opportunities to meet with my
child(ren)'s teacher(s), e.g., parent-teacher conferences?
p-comm-q4p-tcom-q1
Q33Q20
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 as Valued Community Members - Parent
Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers.
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 as Valued Community Members - Parent
Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers.
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
178
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
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 PartnersFamily-School Relationships
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-ii3C-i
Parents as Valued Community Members - ParentTeacher Communication - Parent
Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers.
Parents
Confirmed by EFANew scale - teacher communication
TRUE
TRUE
I feel comfortable sharing any concerns with the staff at my
child(ren)'s school.I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to.
p-valm-q3p-tcom-q3
Q25Q100
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
179
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
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 as Valued Community Members - Parent
Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers.
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 welcome at my child(ren)'s school, e.g., when I visit for
events or drop in to ask a question.
p-valm-q4p-valm-q1
Q45Q24
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
180
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
Parents as Valued Community Members - Parent
Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers.
Admin DataParents
Benchmark is the statewide average 9th grade passing rate in the 21-22 school yearConfirmed by EFA
TRUE
TRUE
9th grade passing rateI 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.
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-i1p-valm-q2
X
#N/AQ26
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
184
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.
Overall PerformanceSchool Events
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Draws on anonymous parent reports about the accessibility of school sponsored events.
4A-i
TeachersNo source
Event scale
TRUEFALSE
TRUEFALSE
If an observer sat in on one of your classes for a week, how would she or he rate your students?My family is aware that my child can participate in school activities during times of financial hardship with financial help from the school.
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-q3p-evnt-q2
#N/AQ16
Update survey item ID in qualtrics (but do not display on dashboard)
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
185
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.
Overall PerformanceSchool Events
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Draws on anonymous parent reports about the accessibility of school sponsored events.
4A-i
Student Academic Progress - Parent
Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging.
ParentsNo source
Confirmed by EFAEvent scale
TRUEFALSE
TRUEFALSE
My child(ren) are learning at school.How often do staff at your child(ren)’s school invite you to school events (either in person or virtual events)?
p-acpr-q1p-evnt-q3
Q35Q23
Update survey item ID in qualtricsUpdate survey item ID in qualtrics (but do not display on dashboard)
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
186
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.
Overall PerformanceSchool Events
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Draws on anonymous parent reports about the accessibility of school sponsored events.
4A-i
Student Academic Progress - Parent
Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging.
ParentsNo source
Confirmed by EFAEvent scale
TRUEFALSE
TRUEFALSE
My child(ren) are learning skills they will need later in life.How often do staff at your child(ren)’s school contact you to discuss your child's academic achievement?
p-acpr-q2p-evnt-q4
Q36Q29
Update survey item ID in qualtricsUpdate survey item ID in qualtrics (but do not display on dashboard)
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
187
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
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
Student Academic Progress - Parent
Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging.
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
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.
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
Student Academic Progress - Parent
Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging.
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
189
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
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
Student Academic Progress - Parent
Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging.
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
190
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
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
Student Academic Progress - Parent
Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging.
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
191
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
192
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
193
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Effective Practices
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.
1A-ii
Teachers
TRUE
TRUE
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
How confident are you in your ability to make material interesting for students?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-ieff-q4
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.7
4.71
194
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
195
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
196
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
197
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
198
Teachers & Leadership
1
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.
Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Teachers & The Teaching Environment
1A
Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
1A-iii
Teachers
TRUE
TRUE
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
How many teachers in this school feel responsible for helping each other do their best?
t-pcom-q1
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.7
4.71
199
Academic LearningTeachers & Leadership
41
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 relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
PerformanceTeachers & The Teaching Environment
4A1A
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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Overall PerformanceProfessional Community
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 health of the professional community. It also includes measures of teacher absences and retention.
4A-i1A-iii
Student Academic Progress - Parent
Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging.
ParentsTeachers
Confirmed by EFA
TRUE
TRUE
My child(ren) are engaged in challenging academic work
on a regular basis in school.How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
How many teachers in this school take responsibility for improving the school?
p-acpr-q3t-pcom-q2
Q38#N/A
Update survey item ID in qualtrics
2.482.68
2.492.69
2.993.19
33.2
3.493.69
3.53.7
4.54.7
4.514.71
200
Academic LearningTeachers & Leadership
41
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 relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
PerformanceTeachers & The Teaching Environment
4A1A
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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Overall PerformanceProfessional Community
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 health of the professional community. It also includes measures of teacher absences and retention.
4A-i1A-iii
Student Academic Progress - Parent
Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging.
ParentsTeachers
Confirmed by EFA
TRUE
TRUE
My child(ren) are excited to engage in activities and
learning at school.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?
p-acpr-q4t-pcom-q3
Q103#N/A
Update survey item ID in qualtrics
2.482.68
2.492.69
2.993.19
33.2
3.493.69
3.53.7
4.54.7
4.514.71
201
Academic LearningTeachers & Leadership
41
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 relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
PerformanceTeachers & The Teaching Environment
4A1A
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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Performance GrowthProfessional Community
Includes an asessment of student progression towards key learning goals. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.
4A-ii1A-iii
No sourceTeachers
FALSETRUE
FALSETRUE
Performance GrowthAs a faculty, how well do you do talking through views, opinions, and values?
Performance GrowthAs a faculty, how well do you do talking through views, opinions, and values?
Performance GrowthAs a faculty, how well do you do talking through views, opinions, and values?
Performance GrowthAs a faculty, how well do you do talking through views, opinions, and values?
Performance GrowthAs a faculty, how well do you do talking through views, opinions, and values?
Performance GrowthAs a faculty, how well do you do talking through views, opinions, and values?
Performance GrowthAs a faculty, how well do you do talking through views, opinions, and values?
Performance GrowthAs a faculty, how well do you do talking through views, opinions, and values?
n/at-pcom-q4
#N/A
n/a
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.54.7
4.514.71
206
Community & WellbeingResources
53
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Work EthicCommunity Support
5B3C
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
5B-i3C-i
StudentsTeachers
TRUE
TRUE
How important is it to you to finish things you start?How often does the average parent help out at your school?
How important is it to you to finish things you start?How often does the average parent help out at your school?
How important is it to you to finish things you start?How often does the average parent help out at your school?
How important is it to you to finish things you start?How often does the average parent help out at your school?
How important is it to you to finish things you start?How often does the average parent help out at your school?
How important is it to you to finish things you start?How often does the average parent help out at your school?
How important is it to you to finish things you start?How often does the average parent help out at your school?
How important is it to you to finish things you start?How often does the average parent help out at your school?
s-grit-q2t-peng-q4
Q64#N/A
2.232.18
2.242.19
2.742.69
2.752.7
3.243.19
3.253.2
4.34.4
4.314.41
207
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.
Work EthicStudent Commitment To Learning
5B4B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Perseverance & DeterminationDegree Completion
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
5B-i4B-ii
StudentsAdmin Data
MA DESE, 2019-20
TRUE
TRUE
If you face a problem while working towards an important goal, how well can you keep working?4-year on-time graduation rate (HS only)
If you face a problem while working towards an important goal, how well can you keep working?4-year on-time graduation rate (HS only)
If you face a problem while working towards an important goal, how well can you keep working?4-year on-time graduation rate (HS only)
If you face a problem while working towards an important goal, how well can you keep working?4-year on-time graduation rate (HS only)
If you face a problem while working towards an important goal, how well can you keep working?4-year on-time graduation rate (HS only)
If you face a problem while working towards an important goal, how well can you keep working?4-year on-time graduation rate (HS only)
If you face a problem while working towards an important goal, how well can you keep working?4-year on-time graduation rate (HS only)
If you face a problem while working towards an important goal, how well can you keep working?4-year on-time graduation rate (HS only)
s-grit-q1a-degr-i1
X
X
Q63#N/A
80
percentage
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.4
4.314.41
208
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.
Creative & Performing ArtsStudent Commitment To Learning
5C4B
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Participation In Creative & Performing ArtsDegree Completion
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. Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
5C-i4B-ii
StudentsAdmin Data
NCES, 2016
TRUE
TRUE
In a typical week, how much time do you spend in creative arts instruction or activities?Percent students retained in a grade
In a typical week, how much time do you spend in creative arts instruction or activities?Percent students retained in a grade
In a typical week, how much time do you spend in creative arts instruction or activities?Percent students retained in a grade
In a typical week, how much time do you spend in creative arts instruction or activities?Percent students retained in a grade
In a typical week, how much time do you spend in creative arts instruction or activities?Percent students retained in a grade
In a typical week, how much time do you spend in creative arts instruction or activities?Percent students retained in a grade
In a typical week, how much time do you spend in creative arts instruction or activities?Percent students retained in a grade
In a typical week, how much time do you spend in creative arts instruction or activities?Percent students retained in a grade
s-expa-q1a-degr-i2
X
X
Q68#N/A
2
percentage
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.4
4.314.41
209
School CultureAcademic Learning
24
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.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 degree to which the school environment is safe, caring, and academically-oriented.Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
SafetyStudent Commitment To Learning
2A4B
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. 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.
Student Emotional SafetyDegree Completion
Draws on anonymous student and teacher reports about the nature of student relationships with each other.Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
2A-ii4B-ii
StudentsAdmin Data
MA DESE, 2019-20
TRUE
TRUE
How much bullying occurs at this school?5-year graduation rate (HS only)
How much bullying occurs at this school?5-year graduation rate (HS only)
How much bullying occurs at this school?5-year graduation rate (HS only)
How much bullying occurs at this school?5-year graduation rate (HS only)
How much bullying occurs at this school?5-year graduation rate (HS only)
How much bullying occurs at this school?5-year graduation rate (HS only)
How much bullying occurs at this school?5-year graduation rate (HS only)
How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE)5-year graduation rate (HS only)
s-emsa-q3a-degr-i3
X
X
Q9#N/A
85
percentage
2.782.98
2.792.99
3.293.49
3.33.5
3.793.99
3.84
4.54.4
4.514.41
210
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
SafetyHealth
2A5D
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. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Student Emotional SafetyPhysical Health
Draws on anonymous student and teacher reports about the nature of student relationships with each other.Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio.
2A-ii5D-ii
StudentsTeachers
TRUE
TRUE
How often are students at this school unkind to each other online?In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
How often are students at this school unkind to each other online?In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
How often are students at this school unkind to each other online?In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
How often are students at this school unkind to each other online?In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
How often are students at this school unkind to each other online?In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
How often are students at this school unkind to each other online?In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
How often are students at this school unkind to each other online?In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
How often do you think students at your school are bullied online?In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
s-emsa-q2t-phya-q2
X
Q8#N/A
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.54.3
4.514.31
211
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
SafetyHealth
2A5D
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. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Student Emotional SafetyPhysical Health
Draws on anonymous student and teacher reports about the nature of student relationships with each other.Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio.
2A-ii5D-ii
StudentsTeachers
TRUE
TRUE
How often are students unkind to each other at this school?In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
How often are students unkind to each other at this school?In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
How often are students unkind to each other at this school?In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
How often are students unkind to each other at this school?In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
How often are students unkind to each other at this school?In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
How often are students unkind to each other at this school?In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
How often are students unkind to each other at this school?In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
How worried are you that you will be bullied because of who you are?In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
s-emsa-q1t-phya-q3
X
X
Q7#N/A
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.54.3
4.514.31
212
Academic LearningTeachers & Leadership
41
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 relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Student Commitment To LearningTeachers & The Teaching Environment
4B1A
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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.
Degree CompletionProfessional Qualifications
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 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.
4B-ii1A-i
Admin DataTeachers
MA DESE, 2019-20
TRUE
TRUE
4-year on-time graduation rate (HS only)Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
4-year on-time graduation rate (HS only)Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
4-year on-time graduation rate (HS only)Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
4-year on-time graduation rate (HS only)Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
4-year on-time graduation rate (HS only)Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
4-year on-time graduation rate (HS only)Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
4-year on-time graduation rate (HS only)Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
4-year on-time graduation rate (HS only)Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
a-degr-i1t-prep-q1
X
#N/A
80
percentage
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.44.7
4.414.71
213
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 LearningCritical Thinking
4B4C
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
Degree CompletionProblem Solving Skills
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 teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4B-ii4C-ii
Admin DataNo source
NCES, 2016
TRUEFALSE
TRUEFALSE
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
a-degr-i2n/a
X
#N/A
2n/a
percentagen/a
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
Degree Completion
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
4B-ii
Admin Data
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 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
214
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
215
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
216
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
College & Career Readiness
4D
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.
Career Preparation
Tracks student access to career technical education courses.
4D-ii
Admin Data
TRUE
TRUE
Student to career-technical education courses (HS only)Percent students in career-technical education pathways (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
a-cppm-i2
X
X
#N/A
5
ratio
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
217
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
SafetyTeachers & The Teaching Environment
2A1A
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. 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.
Draws on anonymous student and teacher reports about the nature of student relationships with each other.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.
2A-ii1A-i
StudentsTeachers
FALSETRUE
TRUE
At my school, it is okay to be different or unique. How prepared are you for teaching the topics that you are expected to teach in your assignment?
At my school, it is okay to be different or unique. How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
How prepared are you for teaching the topics that you are expected to teach in your assignment?
s-emsa-es5t-prep-q2
#N/A
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.54.7
4.514.71
s-emsa-es5
218
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
SafetyTeachers & The Teaching Environment
2A1A
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. 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.
Draws on anonymous student and teacher reports about the nature of student relationships with each other.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.
2A-ii1A-i
StudentsTeachers
FALSETRUE
TRUE
No one has hurt my feelings using technology (on an ipad or phone). How confident are you in working with the student body at your school?
No one has hurt my feelings using technology (on an ipad or phone). How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
How confident are you in working with the student body at your school?
s-emsa-es4t-prep-q3
#N/A
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.54.7
4.514.71
s-emsa-es4
219
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 degree to which the school environment is safe, caring, and academically-oriented.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
SafetyLeadership
2A1B
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. 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.
Student Emotional SafetySchool Leadership
Draws on anonymous student and teacher reports about the nature of student relationships with each other.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.
2A-ii1B-i
StudentsTeachers
FALSE
TRUE
At my school, I see many acts of kindness. To what extent do you trust your school leaders at their word?
At my school, I see many acts of kindness. 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?
s-emsa-es3t-prtr-q1
#N/A
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.5
4.51
s-emsa-es3
220
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
221
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
222
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
223
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
224
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
225
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
SafetyRelationships
2A2B
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. 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 Emotional SafetyStudent Sense of Belonging
Draws on anonymous student and teacher reports about the nature of student relationships with each other.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.
2A-ii2B-i
StudentsTeachers
FALSETRUE
TRUE
At my school, I see kids acting in an unsafe or unkind way.How much do students at this school care about each other?
At my school, I see kids acting in an unsafe or unkind way.How much do students at this school care about each other?
How much do students at this school care about each other?
How much do students at this school care about each other?
How much do students at this school care about each other?
How much do students at this school care about each other?
How much do students at this school care about each other?
How much do students at this school care about each other?
s-emsa-es2t-psup-q1
X
#N/A
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.5
4.51
s-emsa-es2
226
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
SafetyRelationships
2A2B
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. 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 Emotional SafetyStudent Sense of Belonging
Draws on anonymous student and teacher reports about the nature of student relationships with each other.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.
2A-ii2B-i
StudentsTeachers
FALSETRUE
TRUE
Some kids get picked on at my school.How often do students at this school help each other learn?
Some kids get picked on at my school.How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
s-emsa-es1t-psup-q2
X
#N/A
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.5
4.51
s-emsa-es1
227
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Learning ResourcesRelationships
3B2B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Cultural ResponsivenessStudent Sense of Belonging
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
3B-ii2B-i
StudentsTeachers
TRUE
TRUE
How valued do you think your home culture and language are in the school curriculum?How well do students at this school get along with each other?
How valued do you think your home culture and language are in the school curriculum?How well do students at this school get along with each other?
How valued do you think your home culture and language are in the school curriculum?How well do students at this school get along with each other?
How valued do you think your home culture and language are in the school curriculum?How well do students at this school get along with each other?
How valued do you think your home culture and language are in the school curriculum?How well do students at this school get along with each other?
How valued do you think your home culture and language are in the school curriculum?How well do students at this school get along with each other?
How valued do you think your home culture and language are in the school curriculum?How well do students at this school get along with each other?
Not in the 16-17 SurveysHow well do students at this school get along with each other?
s-cure-q4t-psup-q3
X
Q132#N/A
2.332.23
2.342.24
2.842.74
2.852.75
3.343.24
3.353.25
4.64.5
4.614.51
228
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Learning ResourcesRelationships
3B2B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Cultural ResponsivenessStudent Sense of Belonging
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
3B-ii2B-i
StudentsTeachers
TRUE
TRUE
How valued do you think all students' home cultures and languages are in the school curriculum?At this school, how respectful are students to each other?
How valued do you think all students' home cultures and languages are in the school curriculum?At this school, how respectful are students to each other?
How valued do you think all students' home cultures and languages are in the school curriculum?At this school, how respectful are students to each other?
How valued do you think all students' home cultures and languages are in the school curriculum?At this school, how respectful are students to each other?
How valued do you think all students' home cultures and languages are in the school curriculum?At this school, how respectful are students to each other?
How valued do you think all students' home cultures and languages are in the school curriculum?At this school, how respectful are students to each other?
How valued do you think all students' home cultures and languages are in the school curriculum?At this school, how respectful are students to each other?
Not in the 16-17 SurveysAt this school, how respectful are students to each other?
s-cure-q3t-psup-q4
Q131#N/A
2.332.23
2.342.24
2.842.74
2.852.75
3.343.24
3.353.25
4.64.5
4.614.51
229
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Learning ResourcesSafety
3B2A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Cultural ResponsivenessStudent Emotional Safety
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous student and teacher reports about the nature of student relationships with each other.
3B-ii2A-ii
StudentsTeachers
TRUE
TRUE
In your classes, how often do you see many different kinds of people represented in what you study?How often are students bullied at school or online?
In your classes, how often do you see many different kinds of people represented in what you study?How often are students bullied at school or online?
In your classes, how often do you see many different kinds of people represented in what you study?How often are students bullied at school or online?
In your classes, how often do you see many different kinds of people represented in what you study?How often are students bullied at school or online?
In your classes, how often do you see many different kinds of people represented in what you study?How often are students bullied at school or online?
In your classes, how often do you see many different kinds of people represented in what you study?How often are students bullied at school?
In your classes, how often do you see many different kinds of people represented in what you study?How often are students bullied at school?
Not in the 16-17 SurveysHow often are students bullied at school?
s-cure-q2t-pvic-q1
X
Q130#N/A
2.332.78
2.342.79
2.843.29
2.853.3
3.343.79
3.353.8
4.64.5
4.614.51
230
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Learning ResourcesSafety
3B2A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Cultural ResponsivenessStudent Emotional Safety
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous student and teacher reports about the nature of student relationships with each other.
3B-ii2A-ii
StudentsTeachers
TRUE
TRUE
In your classes, how often do you see people like you represented in what you study?How often are students bullied because of who they are?
In your classes, how often do you see people like you represented in what you study?How often are students bullied because of who they are?
In your classes, how often do you see people like you represented in what you study?How often are students bullied because of who they are?
In your classes, how often do you see people like you represented in what you study?How often are students bullied because of who they are?
In your classes, how often do you see people like you represented in what you study?How often are students bullied because of who they are?
In your classes, how often do you see people like you represented in what you study?How often are students bullied because of who they are?
In your classes, how often do you see people like you represented in what you study?How often are students bullied because of who they are?
Not in the 16-17 SurveysHow often are students bullied because of who they are?
s-cure-q1t-pvic-q2
X
Q129#N/A
2.332.78
2.342.79
2.843.29
2.853.3
3.343.79
3.353.8
4.64.5
4.614.51
231
Community & WellbeingSchool Culture
52
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Civic EngagementSafety
5A2A
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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.
Civic ParticipationStudent Emotional Safety
Draws on anonymous student reports about their commitment to social awareness and community improvement.Draws on anonymous student and teacher reports about the nature of student relationships with each other.
5A-ii2A-ii
StudentsTeachers
TRUE
TRUE
How important is it to you to take action when something in society needs changing?Overall, how unkind are students to each other?
How important is it to you to take action when something in society needs changing?Overall, how unkind are students to each other?
How important is it to you to take action when something in society needs changing?Overall, how unkind are students to each other?
How important is it to you to take action when something in society needs changing?Overall, how unkind are students to each other?
How important is it to you to take action when something in society needs changing?Overall, how unkind are students to each other?
How important is it to you to take action when something in society needs changing?Overall, how unkind are students to each other?
How important is it to you to take action when something in society needs changing?Overall, how unkind are students to each other?
How important is it to you to take action when something in society needs changing?Overall, how unkind are students to each other?
s-civp-q4t-pvic-q3
X
Q33#N/A
2.482.78
2.492.79
2.993.29
33.3
3.493.79
3.53.8
4.44.5
4.414.51
232
Community & WellbeingTeachers & Leadership
51
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 relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Civic EngagementLeadership
5A1B
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 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.
Civic ParticipationSupport For Teaching Development & Growth
Draws on anonymous student reports about their commitment to social awareness and community improvement.Draws on anonymous teacher reports on the quality of professional development.
5A-ii1B-ii
StudentsTeachers
TRUE
TRUE
How important is it to you to actively challenge inequalities in society?To what extent has your school-based professional development been connected to the topics you teach?
How important is it to you to actively challenge inequalities in society?To what extent has your professional development been connected to the topics you teach?
How important is it to you to actively challenge inequalities in society?To what extent has your professional development been connected to the topics you teach?
How important is it to you to actively challenge inequalities in society?To what extent has your professional development been connected to the topics you teach?
How important is it to you to actively challenge inequalities in society?To what extent has your professional development been connected to the topics you teach?
How important is it to you to actively challenge inequalities in society?To what extent has your professional development been connected to the topics you teach?
How important is it to you to actively challenge inequalities in society?To what extent has your professional development been connected to the topics you teach?
How important is it to you to actively challenge inequalities in society?To what extent has your professional development been connected to the topics you teach?
s-civp-q3t-qupd-q1
Q32#N/A
2.48
2.49
2.99
3
3.49
3.5
4.44.5
4.414.51
233
Community & WellbeingTeachers & Leadership
51
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 relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Civic EngagementLeadership
5A1B
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 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.
Civic ParticipationSupport For Teaching Development & Growth
Draws on anonymous student reports about their commitment to social awareness and community improvement.Draws on anonymous teacher reports on the quality of professional development.
5A-ii1B-ii
StudentsTeachers
TRUE
TRUE
How important is it to you to get involved in improving your community?How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)?
How important is it to you to get involved in improving your community?How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How important is it to you to get involved in improving your community?How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How important is it to you to get involved in improving your community?How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How important is it to you to get involved in improving your community?How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How important is it to you to get involved in improving your community?How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How important is it to you to get involved in improving your community?How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
How important is it to you to get involved in improving your community?How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
s-civp-q2t-qupd-q2
Q31#N/A
2.48
2.49
2.99
3
3.49
3.5
4.44.5
4.414.51
234
Community & WellbeingTeachers & Leadership
51
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 relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Civic EngagementLeadership
5A1B
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 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.
Civic ParticipationSupport For Teaching Development & Growth
Draws on anonymous student reports about their commitment to social awareness and community improvement.Draws on anonymous teacher reports on the quality of professional development.
5A-ii1B-ii
StudentsTeachers
TRUE
TRUE
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?To what extent has your school-based professional development included enough time to explore new ideas?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?To what extent has your professional development included enough time to explore new ideas?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?To what extent has your professional development included enough time to explore new ideas?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?To what extent has your professional development included enough time to explore new ideas?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?To what extent has your professional development included enough time to explore new ideas?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?To what extent has your professional development included enough time to explore new ideas?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?To what extent has your professional development included enough time to explore new ideas?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?To what extent has your professional development included enough time to explore new ideas?
s-civp-q1t-qupd-q3
Q30#N/A
2.48
2.49
2.99
3
3.49
3.5
4.44.5
4.414.51
235
Community & WellbeingTeachers & Leadership
51
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 relevant abilities of a school's teachers and the degree to which they are receiving the support they 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.
Creative & Performing ArtsLeadership
5C1B
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.Seeks to determine 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.
Valuing Creative & Performing ArtsSupport For Teaching Development & Growth
Draws on anonymous student reports about their interest in creative or performing arts.Draws on anonymous teacher reports on the quality of professional development.
5C-ii1B-ii
StudentsTeachers
TRUE
TRUE
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?Overall, how strong is your school's support for your professional growth?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?Overall, how strong has support for your professional growth been?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?Overall, how strong has support for your professional growth been?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?Overall, how strong has support for your professional growth been?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?Overall, how strong has support for your professional growth been?
If your friends or family wanted to go to a play, how interested would you be in going?Overall, how strong has support for your professional growth been?
If your friends or family wanted to go to a play, how interested would you be in going?Overall, how strong has support for your professional growth been?
If your friends or family wanted to go to a play, how interested would you be in going?Overall, how strong has support for your professional growth been?
s-appa-q3t-qupd-q4
Q39#N/A
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.34.5
4.314.51
236
Community & WellbeingResources
53
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Creative & Performing ArtsFacilities & Personnel
5C3A
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Valuing Creative & Performing ArtsPhysical Space & Materials
Draws on anonymous student reports about their interest in creative or performing arts.Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
5C-ii3A-i
StudentsTeachers
TRUE
TRUE
If your friends or family wanted to go to hear people play music, how interested would you be in going?How adequate is your access to the materials you need to effectively teach?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How adequate is your access to the materials you need to effectively teach?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How adequate is your access to the materials you need to effectively teach?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How adequate is your access to the materials you need to effectively teach?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How adequate is your access to the materials you need to effectively teach?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How adequate is your access to the materials you need to effectively teach?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How adequate is your access to the materials you need to effectively teach?
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)How adequate is your access to the materials you need to effectively teach?
s-appa-q2t-reso-q1
Q38#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
237
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
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
StudentsAdmin Data
TRUE
TRUE
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?Percent of students enrolled in at least 1 arts course
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?Percent of students enrolled in at least 1 arts course
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?Hours of arts instruction per student per week
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?Hours of arts instruction per student per week
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?Hours of arts instruction per student per week
If your friends or family wanted to go to an art museum, how interested would you be in going?Hours of arts instruction per student per week
If your friends or family wanted to go to an art museum, how interested would you be in going?Hours of arts instruction per student per week
If your friends or family wanted to go to an art museum, how interested would you be in going?Hours of arts instruction per student per week
s-appa-q1a-picp-i1
X
Q37#N/A
77.5 (statewide average in the 22-23 school year)
number
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.3
4.31
238
Community & WellbeingResources
53
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Creative & Performing ArtsFacilities & Personnel
5C3A
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Participation In Creative & Performing ArtsPhysical Space & Materials
Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
5C-i3A-i
Admin DataTeachers
TRUE
TRUE
Percent of students enrolled in at least 1 arts courseHow adequate is your access to the technology you need to effectively teach?
Percent of students enrolled in at least 1 arts courseHow adequate is your access to the technology you need to effectively teach?
Hours of arts instruction per student per weekHow adequate is your access to the technology you need to effectively teach?
Hours of arts instruction per student per weekHow adequate is your access to the technology you need to effectively teach?
Hours of arts instruction per student per weekHow adequate is your access to the technology you need to effectively teach?
Hours of arts instruction per student per weekHow adequate is your access to the technology you need to effectively teach?
Hours of arts instruction per student per weekHow adequate is your access to the technology you need to effectively teach?
Hours of arts instruction per student per weekHow adequate is your access to the technology you need to effectively teach?
a-picp-i1t-reso-q2
#N/A
77.5 (statewide average in the 22-23 school year)
number
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.34.25
4.314.26
239
Community & WellbeingResources
53
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
HealthFacilities & Personnel
5D3A
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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Social & Emotional HealthPhysical Space & Materials
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 teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
5D-i3A-i
StudentsTeachers
TRUE
TRUE
Typically, how anxious do you feel about your grades?How adequate is the support you receive for using technology?
Typically, how anxious do you feel about your grades?How adequate is the support you receive for using technology?
Typically, how anxious do you feel about your grades?How adequate is the support you receive for using technology?
Typically, how anxious do you feel about your grades?How adequate is the support you receive for using technology?
Typically, how anxious do you feel about your grades?How adequate is the support you receive for using technology?
How much do you think that your grades and test scores will determine your future?How adequate is the support you receive for using technology?
How much do you think that your grades and test scores will determine your future?How adequate is the support you receive for using technology?
Not in the 16-17 SurveysHow adequate is the support you receive for using technology?
s-acst-q3t-reso-q3
X
Q137#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
240
Community & WellbeingResources
53
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Creative & Performing ArtsFacilities & Personnel
5C3A
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Participation In Creative & Performing ArtsPhysical Space & Materials
Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
5C-i3A-i
Teachers
TRUE
TRUE
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?How sufficient is the physical space for in-school 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?How sufficient is the physical space for in-school activities during the pandemic?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?How sufficient is the physical space for in-school activities during the pandemic?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?How sufficient is the physical space for in-school activities during the pandemic?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?How sufficient is the physical space for in-school activities during the pandemic?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?How sufficient is the physical space for school 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?How sufficient is the physical space for school 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?How sufficient is the physical space for school activities?
t-expa-q2t-reso-q4
#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
241
Community & WellbeingResources
53
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Creative & Performing ArtsFacilities & Personnel
5C3A
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Participation In Creative & Performing ArtsPhysical Space & Materials
Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
5C-i3A-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?How well-maintained are school facilities?
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 well-maintained are school facilities during the pandemic?
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 well-maintained are school facilities during the pandemic?
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 well-maintained are school facilities during the pandemic?
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 well-maintained are school facilities during the pandemic?
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 well-maintained are school facilities?
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 well-maintained are school facilities?
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 well-maintained are school facilities?
t-expa-q3t-reso-q5
#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
242
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.
HealthPerformance
5D4A
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 performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Social & Emotional HealthOverall Performance
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 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.
5D-i4A-i
StudentsTeachers
TRUE
TRUE
When you take a test, how much do you worry about doing well?Relative to what you know of students this age, how academically able are your students?
When you take a test, how much do you worry about doing well?Relative to what you know of students this age, how academically able are your students?
When you take a test, how much do you worry about doing well?Relative to what you know of students this age, how academically able are your students?
When you take a test, how much do you worry about doing well?Relative to what you know of students this age, how much effort did your students put forth in your class this year?
When you take a test, how much do you worry about doing well?Relative to what you know of students this age, how much effort did your students put forth in your class this year?
When you take a test, how much do you worry about doing well?Relative to what you know of students this age, how much effort did your students put forth in your class this year?
When you take a test, how nervous do you feel about doing well?Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Not in the 16-17 SurveysRelative to what you know of students this age, how much effort did your students put forth in your class this year?
s-acst-q2t-sach-q1
X
X
Q136#N/A
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.34.5
4.314.51
243
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.
HealthPerformance
5D4A
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 performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Social & Emotional HealthOverall Performance
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 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.
5D-i4A-i
StudentsTeachers
TRUE
TRUE
On a typical day in school, how stressed do you feel about your schoolwork?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?
On a typical day in school, how stressed do you feel about your schoolwork?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?
On a typical day in school, how stressed do you feel about your schoolwork?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?
On a typical day in school, how stressed do you feel about your schoolwork?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?
On a typical day in school, how stressed do you feel about your schoolwork?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?
On a typical day in school, how stressed do you feel about your schoolwork?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?
How much does your school work make you feel stressed?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?
Not in the 16-17 SurveysIf 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?
s-acst-q1t-sach-q2
X
Q135#N/A
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.34.5
4.314.51
244
School CultureAcademic Learning
24
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.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 degree to which the school environment is safe, caring, and academically-oriented.Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Academic OrientationPerformance
2C4A
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
Academic ChallengeOverall Performance
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
2C-ii4A-i
StudentsTeachers
TRUE
TRUE
How often does your teacher take time to make sure you understand the material?If an observer sat in on one of your classes for a week, how would she or he rate your students?
How often does your teacher take time to make sure you understand the material?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?
How often does your teacher take time to make sure you understand the material?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?
How often does your teacher take time to make sure you understand the material?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?
How often does your teacher take time to make sure you understand the material?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?
How often does your teacher take time to make sure you understand the material?If an observer sat in on one of your classes for a week, how would she or he rate your students?
How often does your teacher take time to make sure you understand the material?If an observer sat in on one of your classes for a week, how would she or he rate your students?
How often does your teacher take time to make sure you understand the material?If an observer sat in on one of your classes for a week, how would she or he rate your students?
s-acpr-q4t-sach-q3
Q26#N/A
2.682.48
2.692.49
3.192.99
3.23
3.693.49
3.73.5
4.5
4.51
245
School CultureResources
23
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Academic OrientationFacilities & Personnel
2C3A
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Academic ChallengeContent Specialists & Support Staff
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous 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.
2C-ii3A-ii
StudentsTeachers
TRUE
TRUE
How often does your teacher ask you to explain your answers?Overall, how effective is the support students receive from non-teaching staff?
How often does your teacher ask you to explain your answers?Overall, how effective is the support students receive from non-teaching staff?
How often does your teacher ask you to explain your answers?Overall, how effective is the support students receive from non-teaching staff?
How often does your teacher ask you to explain your answers?Overall, how effective is the support students receive from non-teaching staff?
How often does your teacher ask you to explain your answers?Overall, how effective is the support students receive from non-teaching staff?
How often does your teacher ask you to explain your answers?Overall, how effective is the support students receive from non-teaching staff?
How often does your teacher ask you to explain your answers?Overall, how effective is the support students receive from non-teaching staff?
How often does your teacher ask you to explain your answers?Overall, how effective is the support students receive from non-teaching staff?
s-acpr-q3t-sust-q1
Q24#N/A
2.682.33
2.692.34
3.192.84
3.22.85
3.693.34
3.73.35
4.54.25
4.514.26
246
School CultureResources
23
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Academic OrientationFacilities & Personnel
2C3A
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Academic ChallengeContent Specialists & Support Staff
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous 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.
2C-ii3A-ii
StudentsTeachers
TRUE
TRUE
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?How adequate is the number of non-teaching support staff?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?How adequate is the number of non-teaching support staff?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?How adequate is the number of non-teaching support staff?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?How adequate is the number of non-teaching support staff?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?How adequate is the number of non-teaching support staff?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?How adequate is the number of non-teaching support staff?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?How adequate is the number of non-teaching support staff?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?How adequate is the number of non-teaching support staff?
s-acpr-q2t-sust-q2
Q23#N/A
2.682.33
2.692.34
3.192.84
3.22.85
3.693.34
3.73.35
4.54.25
4.514.26
247
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Academic OrientationHealth
2C5D
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Academic ChallengePhysical Health
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio.
2C-ii5D-ii
StudentsAdmin Data
Constructed by MCIEA staff
TRUE
TRUE
How much does your teacher encourage you to do your best?Medical staff to student ratio (schoolwide)
How much does your teacher encourage you to do your best?Medical staff to student ratio (schoolwide)
How much does your teacher encourage you to do your best?Medical staff to student ratio
How much does your teacher encourage you to do your best?Medical staff to student ratio
How much does your teacher encourage you to do your best?Medical staff to student ratio
How much does your teacher encourage you to do your best?Medical staff to student ratio
How much does your teacher encourage you to do your best?Medical staff to student ratio
How much does your teacher encourage you to do your best?Medical staff to student ratio
s-acpr-q1a-phya-i1
X
X
Q22#N/A
750
ratio
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.54.3
4.514.31
248
School CultureResources
23
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Academic OrientationFacilities & Personnel
2C3A
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Academic ChallengeContent Specialists & Support Staff
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous 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.
2C-ii3A-ii
StudentsTeachers
FALSETRUE
TRUE
I get help whenever I feel like I can't do it.How often are non-teaching support staff available for students with non-academic issues?
I get help whenever I feel like I can't do it.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?
s-acpr-es4t-sust-q3
#N/A
2.682.33
2.692.34
3.192.84
3.22.85
3.693.34
3.73.35
4.54.25
4.514.26
249
School CultureResources
23
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Academic OrientationFacilities & Personnel
2C3A
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
Academic ChallengeContent Specialists & Support Staff
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous 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.
2C-ii3A-ii
StudentsTeachers
FALSETRUE
TRUE
My teachers keep helping me until I understand.How often are non-teaching support staff available for students who are struggling academically?
My teachers keep helping me until I understand.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?
s-acpr-es3t-sust-q4
#N/A
2.682.33
2.692.34
3.192.84
3.22.85
3.693.34
3.73.35
4.54.25
4.514.26
250
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Academic OrientationHealth
2C5D
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Academic ChallengeSupportive Environment
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health
2C-ii
StudentsNo source
Scraps
FALSE
TRUEFALSE
My teachers ask me to explain my thinking.
My child(ren) have at least one adult at the school that
they trust.
My teachers ask me to explain my thinking.
s-acpr-es2p-scrp-q1
Q19
Nix this one - low factor loading
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
251
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the degree to which the school environment is safe, caring, and academically-oriented.Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Academic OrientationHealth
2C5D
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
Academic ChallengeSupportive Environment
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health
2C-ii
StudentsNo source
Scraps
FALSE
TRUEFALSE
My teachers encourage me to do my best.The school values my family’s beliefs.
My teachers encourage me to do my best.
s-acpr-es1p-scrp-q2
Q84
Discuss improvements with Maynard DEI
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
252
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 DataNo source
Constructed by MCIEA staffScraps
TRUE
TRUE
Medical staff to student ratio (schoolwide)The school values my family’s background
nelson
10 months ago