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sqm-dashboards
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fix: correctly load survey items from sample framework file. Fix broken tests

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rpp-main
Nelson Jovel 1 year ago
parent 07836cc020
commit f689ee8ee5
7 changed files with 413 additions and 304 deletions
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11
app/lib/seeder.rb
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@ -52,8 +52,9 @@ class Seeder
def seed_sqm_framework(csv_file) def seed_sqm_framework(csv_file)
admin_data_item_ids = [] admin_data_item_ids = []
CSV.parse(File.read(csv_file), headers: true) do |row| CSV.parse(File.read(csv_file), headers: true) do |row|
next if row["Source"] == "No source"
category_id = row["Category ID"]&.strip category_id = row["Category ID"]&.strip
next if category_id.nil?
category = Category.find_or_create_by!(category_id:) category = Category.find_or_create_by!(category_id:)
category_slugs = { category_slugs = {
@ -71,7 +72,6 @@ class Seeder
subcategory.update! name: row["Subcategory"].strip, description: row["Subcategory Description"].strip subcategory.update! name: row["Subcategory"].strip, description: row["Subcategory Description"].strip
measure_id = row["Measure ID"]&.strip measure_id = row["Measure ID"]&.strip
next if measure_id.nil?
measure_name = row["Measures"].try(:strip) measure_name = row["Measures"].try(:strip)
watch_low = row["Item Watch Low"].try(:strip) watch_low = row["Item Watch Low"].try(:strip)
@ -81,19 +81,17 @@ class Seeder
on_short_form = row["On Short Form?"].try(:strip) on_short_form = row["On Short Form?"].try(:strip)
measure_description = row["Measure Description"].try(:strip) measure_description = row["Measure Description"].try(:strip)
next if row["Source"] == "No source"
measure = Measure.find_or_create_by!(measure_id:, subcategory:) measure = Measure.find_or_create_by!(measure_id:, subcategory:)
measure.name = measure_name measure.name = measure_name
measure.description = measure_description measure.description = measure_description
measure.save! measure.save!
data_item_id = row["Survey Item ID"].strip data_item_id = row["Survey Item ID"].downcase.strip
scale_id = data_item_id.split("-")[0..1].join("-") scale_id = data_item_id.split("-")[0..1].join("-")
scale = Scale.find_or_create_by!(scale_id:, measure:) scale = Scale.find_or_create_by!(scale_id:, measure:)
active_survey_item = row["Active admin & survey items"] active_survey_item = row["Active admin & survey items"]
if %w[Teachers Students Parents].include? row["Source"] && %w[TRUE 1].include?(active_survey_item) if %w[Teachers Students Parents].include?(row["Source"]) && %w[TRUE 1].include?(active_survey_item)
survey_item = SurveyItem.where(survey_item_id: data_item_id, scale:).first_or_create survey_item = SurveyItem.where(survey_item_id: data_item_id, scale:).first_or_create
survey_item.watch_low_benchmark = watch_low if watch_low survey_item.watch_low_benchmark = watch_low if watch_low
survey_item.growth_low_benchmark = growth_low if growth_low survey_item.growth_low_benchmark = growth_low if growth_low
@ -116,7 +114,6 @@ class Seeder
admin_data_item_ids << admin_data_item.id admin_data_item_ids << admin_data_item.id
end end
end end
AdminDataValue.where.not(admin_data_item_id: admin_data_item_ids).delete_all AdminDataValue.where.not(admin_data_item_id: admin_data_item_ids).delete_all
AdminDataItem.where.not(id: admin_data_item_ids).delete_all AdminDataItem.where.not(id: admin_data_item_ids).delete_all
end end

8
app/models/report/subcategory.rb
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@ -1,11 +1,11 @@
module Report module Report
class Subcategory class Subcategory
def self.create_report(schools: School.all.includes(:district), academic_years: AcademicYear.all, subcategories: ::Subcategory.all, filename: "subcategories.csv") def self.create_report(schools: School.all.includes(:district), academic_years: AcademicYear.all, subcategories: ::Subcategory.all, filename: "subcategories.csv")
data = to_csv(schools:, academic_years:, subcategories:, filename:) csv = to_csv(schools:, academic_years:, subcategories:, filename:)
FileUtils.mkdir_p Rails.root.join("tmp", "reports") FileUtils.mkdir_p Rails.root.join("tmp", "reports")
filepath = Rails.root.join("tmp", "reports", filename) filepath = Rails.root.join("tmp", "reports", filename)
write_csv(data:, filepath:) write_csv(csv:, filepath:)
data csv
end end
def self.to_csv(schools: School.all.includes(:district), academic_years: AcademicYear.all, subcategories: ::Subcategory.all, filename: "subcategories.csv") def self.to_csv(schools: School.all.includes(:district), academic_years: AcademicYear.all, subcategories: ::Subcategory.all, filename: "subcategories.csv")
@ -74,7 +74,7 @@ module Report
end end
end end
def self.write_csv(data:, filepath:) def self.write_csv(csv:, filepath:)
File.write(filepath, csv) File.write(filepath, csv)
end end

3
app/models/score.rb
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@ -6,7 +6,8 @@ class Score < ApplicationRecord
belongs_to :academic_year belongs_to :academic_year
belongs_to :race belongs_to :race
NIL_SCORE = Score.new(average: nil, meets_teacher_threshold: false, meets_student_threshold: false, meets_admin_data_threshold: false) NIL_SCORE = Score.new(average: nil, meets_teacher_threshold: false, meets_student_threshold: false,
meets_admin_data_threshold: false)
enum group: { enum group: {
all_students: 0, all_students: 0,

4
app/presenters/subcategory_presenter.rb
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@ -25,13 +25,13 @@ class SubcategoryPresenter
end end
def student_response_rate def student_response_rate
return 'N / A' if Respondent.where(school: @school, academic_year: @academic_year).count.zero? return "N / A" if Respondent.where(school: @school, academic_year: @academic_year).count.zero?
"#{@subcategory.response_rate(school: @school, academic_year: @academic_year).student_response_rate.round}%" "#{@subcategory.response_rate(school: @school, academic_year: @academic_year).student_response_rate.round}%"
end end
def teacher_response_rate def teacher_response_rate
return 'N / A' if Respondent.where(school: @school, academic_year: @academic_year).count.zero? return "N / A" if Respondent.where(school: @school, academic_year: @academic_year).count.zero?
"#{@subcategory.response_rate(school: @school, academic_year: @academic_year).teacher_response_rate.round}%" "#{@subcategory.response_rate(school: @school, academic_year: @academic_year).teacher_response_rate.round}%"
end end

457
spec/fixtures/sample_sqm_framework.csv vendored
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@ -1,179 +1,286 @@
Category,Category ID,Category Description,Category Short Description,Subcategory,Subcategory ID,Subcategory Description,Subcategory Warning High,Subcategory Watch Low,Subcategory Watch High,Subcategory Growth Low,Subcategory Growth High,Subcategory Approval Low,Subcategory Approval High,Subcategory Ideal Low,Measures,Measure Description,Measure ID,Measure Warning High,Measure Watch Low,Measure Watch High,Measure Growth Low,Measure Growth High,Measure Approval Low,Measure Approval High,Measure Ideal Low,Source,Source Notes,Show items in accordion?,Active admin & survey items,Question/item (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,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 Category,Category ID,Category Description,Category Short Description,Subcategory,Subcategory ID,Subcategory Description,Measures,Measure Description,Measure ID,Source,Source Notes,Show items in accordion?,Active admin & survey items,Question/item (23-24),Question/item (22-23),Question/item (21-22),Question/item (20-21),Original Item (19-20 surveys),Original Item (18-19 surveys),Original Item (17-18 surveys),Original Item (16-17 surveys),Survey Item ID,Reverse Scored,HS only admin item?,On Short Form?,Qualtrics ID,Next steps - Parent survey,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,College-Going & Persistence,Tracks the percentage of students enrolling in college immediately after high school graduation.,4D-i,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,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 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,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 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,Tracks student access to career technical education courses and rates of positive career placement after graduation.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,Tracks student access to career technical education courses and rates of positive career placement after graduation.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),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,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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color compleing advanced coursework (HS only),Percent students of color compleing 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 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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),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 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,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 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),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 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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.",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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.",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.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Admin Data,"NCES, 2016",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,2,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.",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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,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.",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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Admin Data,,TRUE,TRUE,% Teachers of Color,% Teachers of Color,,,,,,,a-pcom-i3,,,,#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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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,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,
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,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 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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,ratio,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,"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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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,n/a,number,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.,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,
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Admin Data,,TRUE,TRUE,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,Hours of arts instruction per student per week,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,2,number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31 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.,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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,,,#N/A,20,number,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.,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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,American School Counselor Association (2005),TRUE,TRUE,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,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 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,n/a,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.,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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,No source,,,,,,,,,,,,n/a,,,,#N/A,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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 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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",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,
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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,
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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.",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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to 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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,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,,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,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,Parents,New scale - Social experiences,TRUE,TRUE,"In the last year, my child(ren) has experienced bullying
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,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 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,
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,Parents,New scale - Social experiences,TRUE,TRUE,"I am concerned about my child(ren)'s physical safety at
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","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 school.",,,,,,,,p-socx-q2,,,,Q42,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,My child(ren) enjoy going to school on most days.,,,,,,,,p-socx-q3,,,,Q15,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social experiences,TRUE,TRUE,My child(ren) have friends at school.,,,,,,,,p-socx-q4,,,,Q101,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If you 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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,"There are counselors available to help my child(ren) when
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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 they struggle with their emotions.",,,,,,,,p-sosu-q1,,,,Q43,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,"If my child(ren) felt bullied or harassed, I would know who
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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 to talk to at the school.",,,,,,,,p-sosu-q2,,,,Q10,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,This school values my child(ren)'s emotional well being.,,,,,,,,p-sosu-q3,,,,Q11,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Parents,New scale - Social support,TRUE,TRUE,"If my child(ren) or I had concerns about physical safety, I
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",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.",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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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.",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.",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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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.",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.",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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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.",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.",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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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.",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,
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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,
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,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,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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you 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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","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 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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,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,,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","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,,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","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,,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you 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.",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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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.",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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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,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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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,,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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. ,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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. ,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"How effectively does this school 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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction 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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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.
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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 ","My teachers ask me to explain my thinking.
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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 ",,,,,,,s-acpr-es2,,,,,,,,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms 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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",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.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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.",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.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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.",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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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.",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.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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.",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,
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,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?,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,"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?","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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How much 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?,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems 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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How 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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,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?,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your 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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,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?,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 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,"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?","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.",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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,TRUE,TRUE,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities 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.",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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,TRUE,TRUE,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 during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities?,How well-maintained are school facilities?,t-reso-q5,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,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? Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,t-peng-q4,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,"There are adequate opportunities to meet with my
child(ren)'s teacher(s), e.g., parent-teacher conferences?",,,,,,,,p-tcom-q1,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?,,,,,,,,p-tcom-q2,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,"I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to.",,,,,,,,p-tcom-q3,,,,Q100,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,"How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,t-ceng-q3,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",t-ceng-q4,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,"I know who to contact when I have a school-related
question.",,,,,,,,p-comm-q1,,,,Q17,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Parents,confirmed by EFA,TRUE,TRUE,"I know how to find important information and news about
my child(ren)'s school.",,,,,,,,p-comm-q2,,,,Q31,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Parents,confirmed by EFA,TRUE,TRUE,"In general, when I ask a question, I get a response in a
timely fashion.",,,,,,,,p-comm-q3,,,,Q66,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Parents,confirmed by EFA,TRUE,TRUE,"The current emailed newsletters (from the principal,
superintendent, PTO, school counselors, etc.) are effective
in sharing information with the community.",,,,,,,,p-comm-q4,,,,Q33,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,"I feel welcome at my child(ren)'s school, e.g., when I visit for
events or drop in to ask a question.",,,,,,,,p-valm-q1,,,,Q24,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,"I have opportunities to participate in making decisions that
affect the school community, e.g., planning a school event,
spending PTA funds, reviewing school improvement plans,
hiring key school or district leaders.",,,,,,,,p-valm-q2,,,,Q26,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,"I feel comfortable sharing any concerns with the staff at my
child(ren)'s school.",,,,,,,,p-valm-q3,,,,Q25,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,Parents,Confirmed by EFA,TRUE,TRUE,"The staff at my child(ren)'s school value me as a partner in
my child's learning.",,,,,,,,p-valm-q4,,,,Q45,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
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?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
",t-sach-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 ",t-sach-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","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 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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,My child(ren) are learning at school.,,,,,,,,p-acpr-q1,,,,Q35,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,My child(ren) are learning skills they will need later in life.,,,,,,,,p-acpr-q2,,,,Q36,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available 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 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,"My child(ren) are engaged in challenging academic work
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students 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 on a regular basis in school.",,,,,,,,p-acpr-q3,,,,Q38,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,Parents,Confirmed by EFA,TRUE,TRUE,"My child(ren) are excited to engage in activities and
learning at school.",,,,,,,,p-acpr-q4,,,,Q103,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,No source,,FALSE,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
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,
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. ,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,
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,
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,
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,
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,
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.",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.",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,
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.",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—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to 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.",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.",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,
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,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,No source,Scraps,FALSE,FALSE,"My child(ren) have at least one adult at the school that
they trust.",,,,,,,,p-scrp-q1,,,,Q19,Nix this one - low factor loading,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,No source,Scraps,FALSE,FALSE,The school values my family’s beliefs.,,,,,,,,p-scrp-q2,,,,Q84,Discuss improvements with Maynard DEI,,,,,,,,,,,

1 Category Category ID Category Description Category Short Description Subcategory Subcategory ID Subcategory Description Subcategory Warning High Measures Subcategory Watch Low Measure Description Subcategory Watch High Measure ID Subcategory Growth Low Source Subcategory Growth High Source Notes Subcategory Approval Low Show items in accordion? Subcategory Approval High Active admin & survey items Subcategory Ideal Low Question/item (23-24) Question/item (22-23) Question/item (21-22) Question/item (20-21) Measure Warning High Original Item (19-20 surveys) Measure Watch Low Original Item (18-19 surveys) Measure Watch High Original Item (17-18 surveys) Measure Growth Low Original Item (16-17 surveys) Measure Growth High Survey Item ID Measure Approval Low Reverse Scored Measure Approval High HS only admin item? Measure Ideal Low 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 Academic Learning Teachers & Leadership 4 1 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. College & Career Readiness Teachers & The Teaching Environment 4D 1A Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.18 College-Going & Persistence Professional Qualifications 2.19 Tracks the percentage of students enrolling in college immediately after high school graduation. 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. 2.69 4D-i 1A-i 2.7 Admin Data 3.19 NCES, 2016 Constructed by MCIEA staff, based on research from Kraft and Papay 3.2 TRUE 4.4 TRUE 4.41 Placement in college or career (HS only) Percentage teachers with 3+ years of experience Placement in college or career (HS only) Percentage teachers with 3+ years of experience College enrollment rate (HS only) Percentage teachers with 5+ years of experience College enrollment rate (HS only) Percentage teachers with 5+ years of experience 2.98 College enrollment rate (HS only) Percentage teachers with 5+ years of experience 2.99 College enrollment rate (HS only) Percentage teachers with 5+ years of experience 3.49 College enrollment rate (HS only) Percentage teachers with 5+ years of experience 3.5 College enrollment rate (HS only) Percentage teachers with 5+ years of experience 3.99 a-cgpr-i1 a-exp-i1 4 4.4 X 4.41 #N/A 65.6 80 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.7 4.41 4.71
3 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Teachers & The Teaching Environment 3B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.518888889 Co-Curricular Activities Professional Qualifications 2.528888889 Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). 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. 3.028888889 3B-iii 1A-i 3.038888889 Admin Data 3.528888889 Census NCES, 2015-16 3.538888889 TRUE 4.477777778 TRUE 4.487777778 Student to co-curricular activities ratio (HS only) Percentage teachers National Board certified Student to co-curricular activities ratio (HS only) Percentage teachers National Board certified Student to co-curricular activities ratio (HS only) Percentage teachers National Board certified Student to co-curricular activities ratio (HS only) Percentage teachers National Board certified 2.98 Student to co-curricular activities ratio (HS only) Percentage teachers National Board certified 2.99 Student to co-curricular activities ratio (HS only) Percentage teachers National Board certified 3.49 Student to co-curricular activities ratio (HS only) Percentage teachers National Board certified 3.5 Student to co-curricular activities ratio (HS only) Percentage teachers National Board certified 3.99 a-cocu-i1 a-exp-i2 4 X 4.6 X 4.61 #N/A 57 10 ratio percentage 2.98 2.99 3.49 3.5 3.99 4 4.6 4.7 4.61 4.71
4 Academic Learning Teachers & Leadership 4 1 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. College & Career Readiness Teachers & The Teaching Environment 4D 1A Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.18 Career Preparation & Placement Professional Qualifications 2.19 Tracks student access to career technical education courses and rates of positive career placement after graduation. 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. 2.69 4D-ii 1A-i 2.7 Admin Data 3.19 Constructed by MCIEA staff Center for Education Data and Research 3.2 TRUE 4.4 FALSE TRUE 4.41 Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percent positive work placement (HS only) Percentage teachers teaching in area of licensure Percent positive work placement (HS only) Percentage teachers teaching in area of licensure 2.98 Percent positive work placement (HS only) Percentage teachers teaching in area of licensure 2.99 Percent positive work placement (HS only) Percentage teachers teaching in area of licensure 3.49 Percent positive work placement (HS only) Percentage teachers teaching in area of licensure 3.5 Percent positive work placement (HS only) Percentage teachers teaching in area of licensure 3.99 a-cppm-i1 a-exp-i3 4 4.4 X 4.41 #N/A 85 95 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.7 4.41 4.71
5 Academic Learning Teachers & Leadership 4 1 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. College & Career Readiness Teachers & The Teaching Environment 4D 1A Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.18 Career Preparation & Placement Professional Qualifications 2.19 Tracks student access to career technical education courses and rates of positive career placement after graduation. 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. 2.69 4D-ii 1A-i 2.7 Admin Data Teachers 3.19 3.2 TRUE 4.4 TRUE 4.41 Student to career-technical education courses (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to career-technical education courses (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to career-technical education courses (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to career-technical education courses (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 2.98 Student to career-technical education courses (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 2.99 Student to career-technical education courses (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 3.49 Student to career-technical education courses (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 3.5 Student to career-technical education courses (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 3.99 a-cppm-i2 t-prep-q1 4 X 4.4 X 4.41 #N/A 5 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.4 4.7 4.41 4.71
6 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Teachers & The Teaching Environment 3B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.518888889 Cultural Responsiveness Professional Qualifications 2.528888889 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 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. 3.028888889 3B-ii 1A-i 3.038888889 Admin Data Teachers 3.528888889 MA DESE, 2019-20, state average 3.538888889 TRUE 4.477777778 TRUE 4.487777778 Teacher-student parity index: teachers of color/ students of color How prepared are you for teaching the topics that you are expected to teach in your assignment? Teacher-student parity index: teachers of color/ students of color How prepared are you for teaching the topics that you are expected to teach in your assignment? Teacher-student parity index: % teachers of color/% students of color How prepared are you for teaching the topics that you are expected to teach in your assignment? Teacher-student parity index: % teachers of color/% students of color How prepared are you for teaching the topics that you are expected to teach in your assignment? 2.68 Teacher-student parity index: % teachers of color/% students of color How prepared are you for teaching the topics that you are expected to teach in your assignment? 2.69 Teacher-student parity index: % teachers of color/% students of color How prepared are you for teaching the topics that you are expected to teach in your assignment? 3.19 Teacher-student parity index: % teachers of color/% students of color How prepared are you for teaching the topics that you are expected to teach in your assignment? 3.2 Teacher-student parity index: % teachers of color/% students of color How prepared are you for teaching the topics that you are expected to teach in your assignment? 3.69 a-cure-i1 t-prep-q2 3.7 4.5 4.51 #N/A 0.26 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.7 4.61 4.71
7 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Teachers & The Teaching Environment 3B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.518888889 Curricular Strength & Variety Professional Qualifications 2.528888889 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 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. 3.028888889 3B-i 1A-i 3.038888889 Admin Data Teachers 3.528888889 Constructed by MCIEA staff 3.538888889 TRUE 4.477777778 TRUE 4.487777778 Percent graduates completing MassCORE (HS only) How confident are you in working with the student body at your school? Percent graduates completing MassCORE (HS only) How confident are you in working with the student body at your school? Percent graduates completing MassCORE (HS only) How confident are you in working with the student body at your school? Percent graduates completing MassCORE (HS only) How confident are you in working with the student body at your school? 2.308571429 Percent graduates completing MassCORE (HS only) How confident are you in working with the student body at your school? 2.318571429 Percent graduates completing MassCORE (HS only) How confident are you in working with the student body at your school? 2.818571429 Percent graduates completing MassCORE (HS only) How confident are you in working with the student body at your school? 2.828571429 Percent graduates completing MassCORE (HS only) How confident are you in working with the student body at your school? 3.318571429 a-curv-i1 t-prep-q3 3.328571429 4.464285714 X 4.474285714 #N/A 90 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.7 4.61 4.71
8 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Teachers & The Teaching Environment 3B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.518888889 Curricular Strength & Variety Effective Practices 2.528888889 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 about factors like teacher effectiveness, support for students, and classroom management. 3.028888889 3B-i 1A-ii 3.038888889 Admin Data Students 3.528888889 Constructed by MCIEA staff 3.538888889 TRUE 4.477777778 TRUE 4.487777778 Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? 2.308571429 Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? 2.318571429 Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? 2.818571429 Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? 2.828571429 Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? 3.318571429 a-curv-i2 s-peff-q1 3.328571429 4.464285714 X 4.474285714 #N/A Q10 30 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.7 4.61 4.71
9 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Teachers & The Teaching Environment 3B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.518888889 Curricular Strength & Variety Effective Practices 2.528888889 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 about factors like teacher effectiveness, support for students, and classroom management. 3.028888889 3B-i 1A-ii 3.038888889 Admin Data Students 3.528888889 Constructed by MCIEA staff 3.538888889 TRUE 4.477777778 TRUE 4.487777778 Percent AP test takers scoring 3 or higher (HS only) For this class, how clearly does your teacher present the information that you need to learn? Percent AP test takers scoring 3 or higher (HS only) For this class, how clearly does your teacher present the information that you need to learn? Percent AP test takers scoring 3 or higher (HS only) For this class, how clearly does your teacher present the information that you need to learn? Percent AP test takers scoring 3 or higher (HS only) For this class, how clearly does your teacher present the information that you need to learn? 2.308571429 Percent AP test takers scoring 3 or higher (HS only) For this class, how clearly does your teacher present the information that you need to learn? 2.318571429 Percent AP test takers scoring 3 or higher (HS only) For this class, how clearly does your teacher present the information that you need to learn? 2.818571429 Percent AP test takers scoring 3 or higher (HS only) For this class, how clearly does your teacher present the information that you need to learn? 2.828571429 Percent AP test takers scoring 3 or higher (HS only) For this class, how clearly does your teacher present the information that you need to learn? 3.318571429 a-curv-i3 s-peff-q2 3.328571429 4.464285714 X 4.474285714 #N/A Q11 20 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.7 4.61 4.71
10 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Teachers & The Teaching Environment 3B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.518888889 Curricular Strength & Variety Effective Practices 2.528888889 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 about factors like teacher effectiveness, support for students, and classroom management. 3.028888889 3B-i 1A-ii 3.038888889 Admin Data Students 3.528888889 NCES, 2009 3.538888889 TRUE 4.477777778 TRUE 4.487777778 Percent students of color compleing advanced coursework (HS only) When you need extra help, how good is your teacher at giving you that help? Percent students of color compleing advanced coursework (HS only) When you need extra help, how good is your teacher at giving you that help? Percent students of color enrolled in advanced coursework (HS only) When you need extra help, how good is your teacher at giving you that help? Percent students of color enrolled in advanced coursework (HS only) When you need extra help, how good is your teacher at giving you that help? 2.308571429 Percent students of color enrolled in advanced coursework (HS only) When you need extra help, how good is your teacher at giving you that help? 2.318571429 Percent students of color enrolled in advanced coursework (HS only) When you need extra help, how good is your teacher at giving you that help? 2.818571429 Percent students of color enrolled in advanced coursework (HS only) When you need extra help, how good is your teacher at giving you that help? 2.828571429 Percent students of color enrolled in advanced coursework (HS only) When you need extra help, how good is your teacher at giving you that help? 3.318571429 a-curv-i4 s-peff-q3 3.328571429 4.464285714 X 4.474285714 #N/A Q12 36.4 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.7 4.61 4.71
11 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Teachers & The Teaching Environment 3B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.518888889 Curricular Strength & Variety Effective Practices 2.528888889 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 about factors like teacher effectiveness, support for students, and classroom management. 3.028888889 3B-i 1A-ii 3.038888889 Admin Data Students 3.528888889 3.538888889 TRUE 4.477777778 TRUE 4.487777778 Student to number of courses ratio (HS only) How well can your teacher tell whether or not you understand a topic? Student to number of courses ratio (HS only) How well can your teacher tell whether or not you understand a topic? Student to number of courses ratio (HS only) How well can your teacher tell whether or not you understand a topic? Student to number of courses ratio (HS only) How well can your teacher tell whether or not you understand a topic? 2.308571429 Student to number of courses ratio (HS only) How well can your teacher tell whether or not you understand a topic? 2.318571429 Student to number of courses ratio (HS only) How well can your teacher tell whether or not you understand a topic? 2.818571429 Student to number of courses ratio (HS only) How well can your teacher tell whether or not you understand a topic? 2.828571429 Student to number of courses ratio (HS only) How well can your teacher tell whether or not you understand a topic? 3.318571429 a-curv-i5 s-peff-q4 3.328571429 X 4.464285714 X 4.474285714 #N/A Q14 5 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.7 4.61 4.71
12 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Teachers & The Teaching Environment 3B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.518888889 Curricular Strength & Variety Effective Practices 2.528888889 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 about factors like teacher effectiveness, support for students, and classroom management. 3.028888889 3B-i 1A-ii 3.038888889 Admin Data Students 3.528888889 3.538888889 TRUE 4.477777778 TRUE 4.487777778 Student to number of electives ratio (completely free choice) (HS only) How interesting does your teacher make the things you are learning? Student to number of electives ratio (completely free choice) (HS only) How interesting does your teacher make the things you are learning? Student to number of electives ratio (completely free choice) (HS only) How interesting does your teacher make the things you are learning? Student to number of electives ratio (completely free choice) (HS only) How interesting does your teacher make the things you are learning? 2.308571429 Student to number of electives ratio (completely free choice) (HS only) How interesting does your teacher make the things you are learning? 2.318571429 Student to number of electives ratio (completely free choice) (HS only) How interesting does your teacher make the things you are learning? 2.818571429 Student to number of electives ratio (completely free choice) (HS only) How interesting does your teacher make the things you are learning? 2.828571429 Student to number of electives ratio (completely free choice) (HS only) How interesting does your teacher make the things you are learning? 3.318571429 a-curv-i6 s-peff-q5 3.328571429 X 4.464285714 X 4.474285714 #N/A Q15 2 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.7 4.61 4.71
13 Academic Learning Teachers & Leadership 4 1 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 Learning Teachers & The Teaching Environment 4B 1A 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. 2.73 Degree Completion Effective Practices 2.74 Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 3.24 4B-ii 1A-ii 3.25 Admin Data Students 3.74 MA DESE, 2019-20 3.75 TRUE 4.533333333 TRUE 4.543333333 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? 2.98 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? 2.99 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? 3.49 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? 3.5 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? 3.99 a-degr-i1 s-peff-q6 4 4.4 X 4.41 X #N/A Q16 80 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.4 4.7 4.41 4.71
14 Academic Learning Teachers & Leadership 4 1 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 Learning Teachers & The Teaching Environment 4B 1A 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. 2.73 Degree Completion Effective Practices 2.74 Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 3.24 4B-ii 1A-ii 3.25 Admin Data Teachers 3.74 NCES, 2016 3.75 TRUE 4.533333333 TRUE 4.543333333 Percent students retained in a grade How confident are you in your ability to present material clearly? Percent students retained in a grade How confident are you in your ability to present material clearly? Percent students retained in a grade How confident are you in your ability to present material clearly? Percent students retained in a grade How confident are you in your ability to present material clearly? 2.98 Percent students retained in a grade How confident are you in your ability to present material clearly? 2.99 Percent students retained in a grade How confident are you in your ability to present material clearly? 3.49 Percent students retained in a grade Not in the 17-18 Surveys 3.5 Percent students retained in a grade Not in the 16-17 Surveys 3.99 a-degr-i2 t-ieff-q1 4 X 4.4 4.41 #N/A 2 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.4 4.7 4.41 4.71
15 Academic Learning Teachers & Leadership 4 1 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 Learning Teachers & The Teaching Environment 4B 1A 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. 2.73 Degree Completion Effective Practices 2.74 Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 3.24 4B-ii 1A-ii 3.25 Admin Data Teachers 3.74 MA DESE, 2019-20 3.75 TRUE 4.533333333 TRUE 4.543333333 5-year graduation rate (HS only) How confident are you in your ability to identify gaps in student understanding? 5-year graduation rate (HS only) How confident are you in your ability to identify gaps in student understanding? 5-year graduation rate (HS only) How confident are you in your ability to identify gaps in student understanding? 5-year graduation rate (HS only) How confident are you in your ability to identify gaps in student understanding? 2.98 5-year graduation rate (HS only) How confident are you in your ability to identify gaps in student understanding? 2.99 5-year graduation rate (HS only) How confident are you in your ability to identify gaps in student understanding? 3.49 5-year graduation rate (HS only) Not in the 17-18 Surveys 3.5 5-year graduation rate (HS only) Not in the 16-17 Surveys 3.99 a-degr-i3 t-ieff-q2 4 4.4 X 4.41 #N/A 85 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.4 4.7 4.41 4.71
16 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.756190476 Professional Qualifications Effective Practices 2.766190476 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 factors like teacher effectiveness, support for students, and classroom management. 3.266190476 1A-i 1A-ii 3.276190476 Admin Data Teachers 3.766190476 Constructed by MCIEA staff, based on research from Kraft and Papay 3.776190476 TRUE 4.504761905 TRUE 4.514761905 Percentage teachers with 3+ years of experience How confident are you in your ability to provide extra help to students who need it? Percentage teachers with 3+ years of experience How confident are you in your ability to provide extra help to students who need it? Percentage teachers with 5+ years of experience How confident are you in your ability to provide extra help to students who need it? Percentage teachers with 5+ years of experience How confident are you in your ability to provide extra help to students who need it? 2.98 Percentage teachers with 5+ years of experience How confident are you in your ability to provide extra help to students who need it? 2.99 Percentage teachers with 5+ years of experience How confident are you in your ability to provide extra help to students who need it? 3.49 Percentage teachers with 5+ years of experience Not in the 17-18 Surveys 3.5 Percentage teachers with 5+ years of experience Not in the 16-17 Surveys 3.99 a-exp-i1 t-ieff-q3 4 4.45 4.46 #N/A 80 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.7 4.71
17 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.756190476 Professional Qualifications Effective Practices 2.766190476 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 factors like teacher effectiveness, support for students, and classroom management. 3.266190476 1A-i 1A-ii 3.276190476 Admin Data Teachers 3.766190476 NCES, 2015-16 3.776190476 TRUE 4.504761905 TRUE 4.514761905 Percentage teachers National Board certified How confident are you in your ability to make material interesting for students? Percentage teachers National Board certified How confident are you in your ability to make material interesting for students? Percentage teachers National Board certified How confident are you in your ability to make material interesting for students? Percentage teachers National Board certified How confident are you in your ability to make material interesting for students? 2.98 Percentage teachers National Board certified How confident are you in your ability to make material interesting for students? 2.99 Percentage teachers National Board certified How confident are you in your ability to make material interesting for students? 3.49 Percentage teachers National Board certified Not in the 17-18 Surveys 3.5 Percentage teachers National Board certified Not in the 16-17 Surveys 3.99 a-exp-i2 t-ieff-q4 4 4.45 4.46 #N/A 10 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.7 4.71
18 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.756190476 Professional Qualifications Professional Community 2.766190476 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 teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 3.266190476 1A-i 1A-iii 3.276190476 Admin Data 3.766190476 Center for Education Data and Research Constructed by MCIEA staff 3.776190476 TRUE 4.504761905 TRUE 4.514761905 Percentage teachers teaching in area of licensure Percent teacher returning (including retirement) Percentage teachers teaching in area of licensure Percent teacher returning (including retirement) Percentage teachers teaching in area of licensure Percent teacher returning (excluding retirement) Percentage teachers teaching in area of licensure Percent teacher returning (excluding retirement) 2.98 Percentage teachers teaching in area of licensure Percent teacher returning (excluding retirement) 2.99 Percentage teachers teaching in area of licensure Percent teacher returning (excluding retirement) 3.49 Percentage teachers teaching in area of licensure Percent teacher returning (excluding retirement) 3.5 Percentage teachers teaching in area of licensure Percent teacher returning (excluding retirement) 3.99 a-exp-i3 a-pcom-i1 4 4.45 4.46 #N/A 95 85 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
19 Academic Learning Teachers & Leadership 4 1 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. Performance Teachers & The Teaching Environment 4A 1A 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. 2.48 Overall Performance Professional Community 2.49 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. 2.99 4A-i 1A-iii 3 Admin Data 3.49 NCES, 2016 Ed Week 3.5 TRUE 4.5 TRUE 4.51 9th grade passing rate Percent teachers with 10+ days absent 9th grade passing rate Percent teachers with 10+ days absent Percent students who fail 1 core course (HS only) Percent teachers with 10+ days absent Percent students who fail 1 core course (HS only) Percent teachers with 10+ days absent 2.396666667 Percent students who fail 1 core course (HS only) Percent teachers with 10+ days absent 2.406666667 Percent students who fail 1 core course (HS only) Percent teachers with 10+ days absent 2.906666667 Percent students who fail 1 core course (HS only) Percent teachers with 10+ days absent 2.916666667 Percent students who fail 1 core course (HS only) Percent teachers with 10+ days absent 3.406666667 a-ovpe-i1 a-pcom-i2 3.416666667 X 4.566666667 X 4.576666667 #N/A 2 28 percentage 2.98 2.99 3.49 3.5 3.99 4 4.5 4.7 4.51 4.71
20 Academic Learning Teachers & Leadership 4 1 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. Performance Teachers & The Teaching Environment 4A 1A 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. 2.48 Overall Performance Professional Community 2.49 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. 2.99 4A-i 1A-iii 3 Admin Data 3.49 Constructed by MCIEA staff Benchmark is the % of teachers of color statewide in the 21-22 school year 3.5 TRUE 4.5 FALSE TRUE 4.51 % Teachers of Color % Teachers of Color Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) 2.396666667 Percent students who fail 2 core courses (HS only) 2.406666667 Percent students who fail 2 core courses (HS only) 2.906666667 Percent students who fail 2 core courses (HS only) 2.916666667 Percent students who fail 2 core courses (HS only) 3.406666667 a-ovpe-i2 a-pcom-i3 3.416666667 4.566666667 X 4.576666667 #N/A 1 12.8 percentage 2.98 2.99 3.49 3.5 3.99 4 4.5 4.7 4.51 4.71
21 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.756190476 Professional Community 2.766190476 Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 3.266190476 1A-iii 3.276190476 Admin Data Teachers 3.766190476 Constructed by MCIEA staff 3.776190476 TRUE 4.504761905 TRUE 4.514761905 Percent teacher returning (including retirement) How many teachers in this school feel responsible for helping each other do their best? Percent teacher returning (including retirement) How many teachers in this school feel responsible for helping each other do their best? Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? 2.98 Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? 2.99 Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? 3.49 Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? 3.5 Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? 3.99 a-pcom-i1 t-pcom-q1 4 4.566666667 4.576666667 #N/A 85 percentage 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.71
22 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.756190476 Professional Community 2.766190476 Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 3.266190476 1A-iii 3.276190476 Admin Data Teachers 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 % Teachers of Color How many teachers in this school take responsibility for improving the school? % Teachers of Color 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? 2.98 How many teachers in this school take responsibility for improving the school? 2.99 How many teachers in this school take responsibility for improving the school? 3.49 How many teachers in this school take responsibility for improving the school? 3.5 How many teachers in this school take responsibility for improving the school? 3.99 a-pcom-i3 t-pcom-q2 4 4.566666667 4.576666667 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
23 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.756190476 Professional Community 2.766190476 Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 3.266190476 1A-iii 3.276190476 Admin Data Teachers 3.766190476 Ed Week 3.776190476 TRUE 4.504761905 TRUE 4.514761905 Percent teachers with 10+ days absent This year, how often have you had conversations with your colleagues about what helps students learn? Percent teachers with 10+ days absent This year, how often have you had conversations with your colleagues about what helps students learn? Percent teachers with 10+ days absent This year, how often have you had conversations with your colleagues about what helps students learn? Percent teachers with 10+ days absent This year, how often have you had conversations with your colleagues about what helps students learn? 2.98 Percent teachers with 10+ days absent This year, how often have you had conversations with your colleagues about what helps students learn? 2.99 Percent teachers with 10+ days absent This year, how often have you had conversations with your colleagues about what helps students learn? 3.49 Percent teachers with 10+ days absent This year, how often have you had conversations with your colleagues about what helps students learn? 3.5 Percent teachers with 10+ days absent This year, how often have you had conversations with your colleagues about what helps students learn? 3.99 a-pcom-i2 t-pcom-q3 4 X 4.566666667 4.576666667 #N/A 28 percentage 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.71
24 Community & Wellbeing Teachers & Leadership 5 1 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. Health Teachers & The Teaching Environment 5D 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.396666667 Physical Health Professional Community 2.406666667 Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 2.906666667 5D-ii 1A-iii 2.916666667 Admin Data Teachers 3.406666667 Constructed by MCIEA staff 3.416666667 TRUE 4.433333333 TRUE 4.443333333 Medical staff to student ratio (schoolwide) As a faculty, how well do you do talking through views, opinions, and values? Medical staff to student ratio (schoolwide) As a faculty, how well do you do talking through views, opinions, and values? Medical staff to student ratio As a faculty, how well do you do talking through views, opinions, and values? Medical staff to student ratio As a faculty, how well do you do talking through views, opinions, and values? 2.33 Medical staff to student ratio As a faculty, how well do you do talking through views, opinions, and values? 2.34 Medical staff to student ratio As a faculty, how well do you do talking through views, opinions, and values? 2.84 Medical staff to student ratio As a faculty, how well do you do talking through views, opinions, and values? 2.85 Medical staff to student ratio As a faculty, how well do you do talking through views, opinions, and values? 3.34 a-phya-i1 t-pcom-q4 3.35 X 4.25 4.26 #N/A 750 ratio 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.3 4.7 4.31 4.71
25 School Culture Teachers & Leadership 2 1 Measures the degree to which 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. Safety Teachers & The Teaching Environment 2A 1A 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. 2.23 Student Physical Safety Professional Community 2.24 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 teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 2.74 2A-i 1A-iii 2.75 Admin Data Teachers 3.24 NCES 3.25 TRUE 4.3 TRUE 4.31 Percent of students suspended This year, how often have you had colleagues observe your classroom? Percent of students suspended This year, how often have you had colleagues observe your classroom? Student to suspensions ratio This year, how often have you had colleagues observe your classroom? Student to suspensions ratio This year, how often have you had colleagues observe your classroom? 2.5675 Student to suspensions ratio This year, how often have you had colleagues observe your classroom? 2.5775 Student to suspensions ratio This year, how often have you had colleagues observe your classroom? 3.0775 Student to suspensions ratio This year, how often have you had colleagues observe your classroom? 3.0875 Student to suspensions ratio This year, how often have you had colleagues observe your classroom? 3.5775 a-phys-i1 t-pcom-q5 3.5875 X 4.45 4.46 #N/A 5.27 ratio 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.71
26 School Culture Teachers & Leadership 2 1 Measures the degree to which 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. Safety Leadership 2A 1B 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. 2.23 Student Physical Safety School Leadership 2.24 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 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. 2.74 2A-i 1B-i 2.75 Admin Data Teachers 3.24 Only captured to calculate the ratio 3.25 TRUE FALSE 4.3 FALSE TRUE 4.31 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? Number of student suspensions How effectively does your principal communicate a clear vision of teaching and learning? Number of student suspensions How effectively does your principal communicate a clear vision of teaching and learning? 2.5675 Number of student suspensions How effectively does your principal communicate a clear vision of teaching and learning? 2.5775 Number of student suspensions How effectively does your principal communicate a clear vision of teaching and learning? 3.0775 Number of student suspensions How effectively does your principal communicate a clear vision of teaching and learning? 3.0875 Number of student suspensions How effectively does your principal communicate a clear vision of teaching and learning? 3.5775 a-phys-i2 t-inle-q1 3.5875 4.45 4.46 #N/A n/a number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.7 4.5 4.71 4.51
27 School Culture Teachers & Leadership 2 1 Measures the degree to which 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. Safety Leadership 2A 1B 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. 2.23 Student Physical Safety School Leadership 2.24 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 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. 2.74 2A-i 1B-i 2.75 Admin Data Teachers 3.24 only captured to calculate the chronic absence ratio 3.25 TRUE FALSE 4.3 TRUE 4.31 Percent of students suspended for 10+ days How effectively do your school leaders press teachers to engage in good pedagogical practice? Percent of students suspended for 10+ days How effectively does your principal press teachers to engage in good pedagogical practice? Number of students suspended for 10+ days How effectively does your principal press teachers to engage in good pedagogical practice? Number of students suspended for 10+ days How effectively does your principal press teachers to engage in good pedagogical practice? 2.5675 Number of students suspended for 10+ days How effectively does your principal press teachers to engage in good pedagogical practice? 2.5775 Number of students suspended for 10+ days How effectively does your principal press teachers to engage in good pedagogical practice? 3.0775 Number of students suspended for 10+ days How effectively does your principal press teachers to engage in good pedagogical practice? 3.0875 Number of students suspended for 10+ days How effectively does your principal press teachers to engage in good pedagogical practice? 3.5775 a-phys-i3 t-inle-q2 3.5875 X 4.45 4.46 #N/A n/a number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.7 4.5 4.71 4.51
28 Community & Wellbeing Teachers & Leadership 5 1 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 Arts Leadership 5C 1B 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. 2.48 Participation In Creative & Performing Arts School Leadership 2.49 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 the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 2.99 5C-i 1B-i 3 Admin Data Teachers 3.49 3.5 TRUE FALSE 4.5 TRUE 4.51 Hours of arts instruction per student per week How much do your school leaders know about what’s going on in teachers’ classrooms? Hours of arts instruction per student per week How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Hours of arts instruction per student per week How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Hours of arts instruction per student per week How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? 2.48 Hours of arts instruction per student per week How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? 2.49 Hours of arts instruction per student per week How much does your principal know about what’s going on in teachers’ classrooms ? 2.99 Hours of arts instruction per student per week How much does your principal know about what’s going on in teachers’ classrooms ? 3 Hours of arts instruction per student per week How much does your principal know about what’s going on in teachers’ classrooms ? 3.49 a-picp-i1 t-inle-q3 3.5 4.5 4.51 #N/A 2 number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.3 4.5 4.31 4.51
29 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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. Facilities & Personnel Leadership 3A 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.23 Physical Space & Materials School Leadership 2.24 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 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. 2.74 3A-i 1B-i 2.75 Admin Data Teachers 3.24 Constructed by MCIEA staff 3.25 TRUE FALSE 4.5 TRUE 4.51 Average class size To what extent do you trust your school leaders at their word? Average class size To what extent do you trust your principal at his or her word? Average class size To what extent do you trust your principal at his or her word? Average class size To what extent do you trust your principal at his or her word? 2.23 Average class size To what extent do you trust your principal at his or her word? 2.24 Average class size To what extent do you trust your principal at his or her word? 2.74 Average class size To what extent do you trust your principal at his or her word? 2.75 Average class size To what extent do you trust your principal at his or her word? 3.24 a-reso-i1 t-prtr-q1 3.25 4.3 4.31 #N/A 20 number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.9 4.5 4.91 4.51
30 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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. Facilities & Personnel Leadership 3A 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.23 Content Specialists & Support Staff School Leadership 2.24 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 about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 2.74 3A-ii 1B-i 2.75 Admin Data Teachers 3.24 American School Counselor Association (2005) 3.25 TRUE FALSE 4.5 TRUE 4.51 Student to guidance counselor ratio At your school, how comfortable are you raising concerns with the leaders at your school? Student to guidance counselor ratio At your school, how comfortable are you raising concerns with the principal? Student to guidance counselor ratio At your school, how comfortable are you raising concerns with the principal? Student to guidance counselor ratio At your school, how comfortable are you raising concerns with the principal? 2.396666667 Student to guidance counselor ratio At your school, how comfortable are you raising concerns with the principal? 2.406666667 Student to guidance counselor ratio At your school, how comfortable are you raising concerns with the principal? 2.906666667 Student to guidance counselor ratio At your school, how comfortable are you raising concerns with the principal? 2.916666667 Student to guidance counselor ratio At your school, how comfortable are you raising concerns with the principal? 3.406666667 a-sust-i1 t-prtr-q2 3.416666667 X 4.433333333 4.443333333 #N/A 250 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.9 4.5 4.91 4.51
31 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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. Facilities & Personnel Leadership 3A 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.23 Content Specialists & Support Staff School Leadership 2.24 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 about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 2.74 3A-ii 1B-i 2.75 Admin Data Teachers 3.24 American School Counselor Association (2005) 3.25 TRUE FALSE 4.5 TRUE 4.51 Student to mental health counselor ratio How much do you trust school leaders to stand up for you in disagreements with parents? Student to mental health counselor ratio How much do you trust your principal to stand up for you in disagreements with parents? Student to mental health counselor ratio How much do you trust your principal to stand up for you in disagreements with parents? Student to mental health counselor ratio How much do you trust your principal to stand up for you in disagreements with parents? 2.396666667 Student to mental health counselor ratio How much do you trust your principal to stand up for you in disagreements with parents? 2.406666667 Student to mental health counselor ratio How much do you trust your principal to stand up for you in disagreements with parents? 2.906666667 Student to mental health counselor ratio How much do you trust your principal to stand up for you in disagreements with parents? 2.916666667 Student to mental health counselor ratio How much do you trust your principal to stand up for you in disagreements with parents? 3.406666667 a-sust-i2 t-prtr-q3 3.416666667 X 4.433333333 4.443333333 #N/A 250 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.9 4.5 4.91 4.51
32 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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. Facilities & Personnel Leadership 3A 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.23 Content Specialists & Support Staff Support For Teaching Development & Growth 2.24 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 quality of professional development. 2.74 3A-ii 1B-ii 2.75 Admin Data Teachers 3.24 NCES, 2007-08 3.25 TRUE 4.5 TRUE 4.51 Student to instructional support staff ratio How often do teachers here work together to plan curriculum and instruction? Student to instructional support staff ratio How often do teachers here work together to plan curriculum and instruction? Student to instructional support staff ratio How often do teachers here work together to plan curriculum and instruction? Student to instructional support staff ratio How often do teachers here work together to plan curriculum and instruction? 2.396666667 Student to instructional support staff ratio How often do teachers here work together to plan curriculum and instruction? 2.406666667 Student to instructional support staff ratio How often do teachers here work together to plan curriculum and instruction? 2.906666667 Student to instructional support staff ratio How often do teachers here work together to plan curriculum and instruction? 2.916666667 Student to instructional support staff ratio How often do teachers here work together to plan curriculum and instruction? 3.406666667 a-sust-i3 t-coll-q1 3.416666667 X 4.433333333 4.443333333 #N/A 43.4 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.9 4.5 4.91 4.51
33 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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. Facilities & Personnel Leadership 3A 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.23 Content Specialists & Support Staff Support For Teaching Development & Growth 2.24 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 quality of professional development. 2.74 3A-ii 1B-ii 2.75 Admin Data Teachers 3.24 Constructed by MCIEA staff 3.25 TRUE 4.5 TRUE 4.51 Student to art teacher ratio How hard do teachers here work to coordinate their teaching with instruction at other grade levels? Student to art teacher ratio How hard do teachers here work to coordinate their teaching with instruction at other grade levels? Student to art teacher ratio How hard do teachers here work to coordinate their teaching with instruction at other grade levels? Student to art teacher ratio How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 2.396666667 Student to art teacher ratio How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 2.406666667 Student to art teacher ratio How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 2.906666667 Student to art teacher ratio How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 2.916666667 Student to art teacher ratio How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 3.406666667 a-sust-i4 t-coll-q2 3.416666667 X 4.433333333 4.443333333 #N/A 500 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.9 4.5 4.91 4.51
34 School Culture Teachers & Leadership 2 1 Measures the degree to which 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 Orientation Leadership 2C 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.98 Valuing of Learning Support For Teaching Development & Growth 2.99 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 on the quality of professional development. 3.49 2C-i 1B-ii 3.5 Admin Data Teachers 3.99 MA DESE, 2019-20 4 TRUE 4.4 TRUE 4.41 Chronic absence rate How often do teachers here collaborate to make the school run effectively? Chronic absence rate How often do teachers here collaborate to make the school run effectively? Chronic absence rate How often do teachers here collaborate to make the school run effectively? Chronic absence rate How often do teachers here collaborate to make the school run effectively? 2.48 Chronic absence rate How often do teachers here collaborate to make the school run effectively? 2.49 Chronic absence rate How often do teachers here collaborate to make the school run effectively? 2.99 Chronic absence rate How often do teachers here collaborate to make the school run effectively? 3 Chronic absence rate How often do teachers here collaborate to make the school run effectively? 3.49 a-vale-i1 t-coll-q3 3.5 X 4.7 4.71 #N/A 10 number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.8 4.5 4.81 4.51
35 School Culture Teachers & Leadership 2 1 Measures the degree to which 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 Orientation Leadership 2C 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.98 Valuing of Learning Support For Teaching Development & Growth 2.99 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 on the quality of professional development. 3.49 2C-i 1B-ii 3.5 Admin Data Teachers 3.99 Constructed by MCIEA staff 4 TRUE 4.4 TRUE 4.41 Average daily attendance To what extent has your school-based professional development been connected to the topics you teach? Average daily attendance To what extent has your professional development been connected to the topics you teach? Average daily attendance To what extent has your professional development been connected to the topics you teach? Average daily attendance To what extent has your professional development been connected to the topics you teach? 2.48 Average daily attendance To what extent has your professional development been connected to the topics you teach? 2.49 Average daily attendance To what extent has your professional development been connected to the topics you teach? 2.99 Average daily attendance To what extent has your professional development been connected to the topics you teach? 3 Average daily attendance To what extent has your professional development been connected to the topics you teach? 3.49 a-vale-i2 t-qupd-q1 3.5 4.7 4.71 #N/A 90 number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.8 4.5 4.81 4.51
36 Academic Learning Teachers & Leadership 4 1 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. Performance Leadership 4A 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 Performance Growth Support For Teaching Development & Growth 2.49 Includes an asessment of student progression towards key learning goals. Draws on anonymous teacher reports on the quality of professional development. 2.99 4A-ii 1B-ii 3 No source Teachers 3.49 3.5 TRUE 4.5 FALSE TRUE 4.51 Performance Growth How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)? Performance Growth How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? Performance Growth How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? Performance Growth How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 2.98 Performance Growth How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 2.99 Performance Growth How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 3.49 Performance Growth How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 3.5 Performance Growth How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 3.99 n/a t-qupd-q2 4 4.5 4.51 #N/A n/a 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.5 4.51
37 Academic Learning Teachers & Leadership 4 1 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. Critical Thinking Leadership 4C 1B 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. Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.18 Problem Solving Skills Support For Teaching Development & Growth 2.19 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. Draws on anonymous teacher reports on the quality of professional development. 2.69 4C-ii 1B-ii 2.7 No source Teachers 3.19 3.2 TRUE 4.4 TRUE 4.41 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? 2.98 To what extent has your professional development included enough time to explore new ideas? 2.99 To what extent has your professional development included enough time to explore new ideas? 3.49 To what extent has your professional development included enough time to explore new ideas? 3.5 To what extent has your professional development included enough time to explore new ideas? 3.99 n/a t-qupd-q3 4 4.4 4.41 #N/A n/a n/a 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.4 4.5 4.41 4.51
38 School Culture Teachers & Leadership 2 1 Measures the degree to which 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 Orientation Leadership 2C 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.98 Academic Challenge Support For Teaching Development & Growth 2.99 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 on the quality of professional development. 3.49 2C-ii 1B-ii 3.5 Students Teachers 3.99 4 TRUE 4.4 TRUE 4.41 How much does your teacher encourage you to do your best? Overall, how strong is your school's support for your professional growth? How much does your teacher encourage you to do your best? Overall, how strong has support for your professional growth been? How much does your teacher encourage you to do your best? Overall, how strong has support for your professional growth been? How much does your teacher encourage you to do your best? Overall, how strong has support for your professional growth been? 2.68 How much does your teacher encourage you to do your best? Overall, how strong has support for your professional growth been? 2.69 How much does your teacher encourage you to do your best? Overall, how strong has support for your professional growth been? 3.19 How much does your teacher encourage you to do your best? Overall, how strong has support for your professional growth been? 3.2 How much does your teacher encourage you to do your best? Overall, how strong has support for your professional growth been? 3.69 s-acpr-q1 t-qupd-q4 3.7 4.5 4.51 X Q22 #N/A 2.68 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.5 4.51
39 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A 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. 2.98 Academic Challenge Student Physical Safety 2.99 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 reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 3.49 2C-ii 2A-i 3.5 Students Admin Data 3.99 NCES 4 TRUE 4.4 TRUE 4.41 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Percent of students suspended When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Percent of students suspended When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Student to suspensions ratio When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Student to suspensions ratio 2.68 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Student to suspensions ratio 2.69 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Student to suspensions ratio 3.19 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Student to suspensions ratio 3.2 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Student to suspensions ratio 3.69 s-acpr-q2 a-phys-i1 3.7 X 4.5 4.51 Q23 #N/A 5.27 percent 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.7 4.51 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. Academic Orientation Safety 2C 2A 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. 2.98 Academic Challenge Student Physical Safety 2.99 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 reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 3.49 2C-ii 2A-i 3.5 Students Admin Data 3.99 Only captured to calculate the ratio 4 TRUE 4.4 TRUE FALSE 4.41 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? Number of student suspensions How often does your teacher ask you to explain your answers? Number of student suspensions 2.68 How often does your teacher ask you to explain your answers? Number of student suspensions 2.69 How often does your teacher ask you to explain your answers? Number of student suspensions 3.19 How often does your teacher ask you to explain your answers? Number of student suspensions 3.2 How often does your teacher ask you to explain your answers? Number of student suspensions 3.69 s-acpr-q3 a-phys-i2 3.7 4.5 4.51 Q24 #N/A n/a number 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.7 4.51 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. Academic Orientation Safety 2C 2A 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. 2.98 Academic Challenge Student Physical Safety 2.99 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 reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 3.49 2C-ii 2A-i 3.5 Students Admin Data 3.99 only captured to calculate the chronic absence ratio 4 TRUE 4.4 TRUE 4.41 How often does your teacher take time to make sure you understand the material? Percent of students suspended for 10+ days How often does your teacher take time to make sure you understand the material? Percent of students suspended for 10+ days How often does your teacher take time to make sure you understand the material? Number of students suspended for 10+ days How often does your teacher take time to make sure you understand the material? Number of students suspended for 10+ days 2.68 How often does your teacher take time to make sure you understand the material? Number of students suspended for 10+ days 2.69 How often does your teacher take time to make sure you understand the material? Number of students suspended for 10+ days 3.19 How often does your teacher take time to make sure you understand the material? Number of students suspended for 10+ days 3.2 How often does your teacher take time to make sure you understand the material? Number of students suspended for 10+ days 3.69 s-acpr-q4 a-phys-i3 3.7 X 4.5 4.51 Q26 #N/A 1 percent 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.7 4.51 4.71
42 Community & Wellbeing School Culture 5 2 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. Health Safety 5D 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.396666667 Social & Emotional Health Student Physical Safety 2.406666667 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 the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2.906666667 5D-i 2A-i 2.916666667 Students 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 On a typical day in school, how stressed do you feel about your schoolwork? How often do you worry about violence at your school? On a typical day in school, how stressed do you feel about your schoolwork? How often do you worry about violence at your school? On a typical day in school, how stressed do you feel about your schoolwork? How often do you worry about violence at your school? On a typical day in school, how stressed do you feel about your schoolwork? How often do you worry about violence at your school? 2.23 On a typical day in school, how stressed do you feel about your schoolwork? How often do you worry about violence at your school? 2.24 On a typical day in school, how stressed do you feel about your schoolwork? How often do you worry about violence at your school? 2.74 How much does your school work make you feel stressed? How often do you worry about violence at your school? 2.75 Not in the 16-17 Surveys How often do you worry about violence at your school? 3.24 s-acst-q1 s-phys-q1 3.25 X 4.3 4.31 Q135 Q40 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
43 Community & Wellbeing School Culture 5 2 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. Health Safety 5D 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.396666667 Social & Emotional Health Student Physical Safety 2.406666667 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 the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2.906666667 5D-i 2A-i 2.916666667 Students 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 When you take a test, how much do you worry about doing well? How often do students get into physical fights at your school? When you take a test, how much do you worry about doing well? How often do students get into physical fights at your school? When you take a test, how much do you worry about doing well? How often do students get into physical fights at your school? When you take a test, how much do you worry about doing well? How often do students get into physical fights at your school? 2.23 When you take a test, how much do you worry about doing well? How often do students get into physical fights at your school? 2.24 When you take a test, how much do you worry about doing well? How often do students get into physical fights at your school? 2.74 When you take a test, how nervous do you feel about doing well? How often do students get into physical fights at your school? 2.75 Not in the 16-17 Surveys How often do students get into physical fights at your school? 3.24 s-acst-q2 s-phys-q2 3.25 X 4.3 4.31 X Q136 Q41 . 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
44 Community & Wellbeing School Culture 5 2 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. Health Safety 5D 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.396666667 Social & Emotional Health Student Physical Safety 2.406666667 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 the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2.906666667 5D-i 2A-i 2.916666667 Students 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 Typically, how anxious do you feel about your grades? Overall, how physically safe do you feel at school? Typically, how anxious do you feel about your grades? Overall, how physically safe do you feel at school? Typically, how anxious do you feel about your grades? Overall, how physically safe do you feel at school? Typically, how anxious do you feel about your grades? Overall, how physically safe do you feel at school? 2.23 Typically, how anxious do you feel about your grades? Overall, how physically safe do you feel at school? 2.24 How much do you think that your grades and test scores will determine your future? Overall, how physically safe do you feel at school? 2.74 How much do you think that your grades and test scores will determine your future? Overall, how safe do you feel at school? 2.75 Not in the 16-17 Surveys Overall, how safe do you feel at school? 3.24 s-acst-q3 s-phys-q3 3.25 X 4.3 4.31 Q137 Q42 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
45 Community & Wellbeing School Culture 5 2 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. Creative & Performing Arts Safety 5C 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.48 Valuing Creative & Performing Arts Student Physical Safety 2.49 Draws on anonymous student reports about their interest in creative or performing arts. 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. 2.99 5C-ii 2A-i 3 Students 3.49 3.5 TRUE 4.5 TRUE 4.51 How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How often do you feel like you might be harmed by someone at school? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How often do you feel like you might be harmed by someone at school? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How often do you feel like you might be harmed by someone at school? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How often do you feel like you might be harmed by someone at school? 2.23 How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How often do you feel like you might be harmed by someone at school? 2.24 If your friends or family wanted to go to an art museum, how interested would you be in going? How often do you feel like you might be harmed by someone at school? 2.74 If your friends or family wanted to go to an art museum, how interested would you be in going? How often do you feel like you might be harmed by someone at school? 2.75 If your friends or family wanted to go to an art museum, how interested would you be in going? How often do you feel like you might be harmed by someone at school? 3.24 s-appa-q1 s-phys-q4 3.25 X 4.3 4.31 X Q37 Q43 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
46 Community & Wellbeing School Culture 5 2 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. Creative & Performing Arts Safety 5C 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.48 Valuing Creative & Performing Arts Student Emotional Safety 2.49 Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2.99 5C-ii 2A-ii 3 Students 3.49 3.5 TRUE 4.5 TRUE 4.51 If your friends or family wanted to go to hear people play music, how interested would you be in going? How often are students unkind to each other at this school? If your friends or family wanted to go to hear people play music, how interested would you be in going? How often are students unkind to each other at this school? If your friends or family wanted to go to hear people play music, how interested would you be in going? How often are students unkind to each other at this school? If your friends or family wanted to go to hear people play music, how interested would you be in going? How often are students unkind to each other at this school? 2.23 If your friends or family wanted to go to hear people play music, how interested would you be in going? How often are students unkind to each other at this school? 2.24 If your friends or family wanted to go to hear people play music, how interested would you be in going? How often are students unkind to each other at this school? 2.74 If your friends or family wanted to go to hear people play music, how interested would you be in going? How often are students unkind to each other at this school? 2.75 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 worried are you that you will be bullied because of who you are? 3.24 s-appa-q2 s-emsa-q1 3.25 X 4.3 4.31 X Q38 Q7 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
47 Community & Wellbeing School Culture 5 2 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. Creative & Performing Arts Safety 5C 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.48 Valuing Creative & Performing Arts Student Emotional Safety 2.49 Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2.99 5C-ii 2A-ii 3 Students 3.49 3.5 TRUE 4.5 TRUE 4.51 How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How often are students at this school unkind to each other online? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How often are students at this school unkind to each other online? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How often are students at this school unkind to each other online? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How often are students at this school unkind to each other online? 2.23 How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How often are students at this school unkind to each other online? 2.24 If your friends or family wanted to go to a play, how interested would you be in going? How often are students at this school unkind to each other online? 2.74 If your friends or family wanted to go to a play, how interested would you be in going? How often are students at this school unkind to each other online? 2.75 If your friends or family wanted to go to a play, how interested would you be in going? How often do you think students at your school are bullied online? 3.24 s-appa-q3 s-emsa-q2 3.25 X 4.3 4.31 Q39 Q8 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
48 Community & Wellbeing School Culture 5 2 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 Engagement Safety 5A 2A 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. 2.73 Civic Participation Student Emotional Safety 2.74 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. 3.24 5A-ii 2A-ii 3.25 Students 3.74 3.75 TRUE 4.475 TRUE 4.485 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much bullying occurs at this school? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much bullying occurs at this school? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much bullying occurs at this school? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much bullying occurs at this school? 2.48 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much bullying occurs at this school? 2.49 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much bullying occurs at this school? 2.99 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much bullying occurs at this school? 3 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE) 3.49 s-civp-q1 s-emsa-q3 3.5 X 4.4 4.41 Q30 Q9 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.4 4.5 4.41 4.51
49 Community & Wellbeing School Culture 5 2 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 Engagement Safety 5A 2A 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. 2.73 Civic Participation Student Emotional Safety 2.74 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. 3.24 5A-ii 2A-ii 3.25 Students Teachers 3.74 3.75 TRUE 4.475 TRUE 4.485 How important is it to you to get involved in improving your community? How often are students bullied at school or online? How important is it to you to get involved in improving your community? How often are students bullied at school or online? How important is it to you to get involved in improving your community? How often are students bullied at school or online? How important is it to you to get involved in improving your community? How often are students bullied at school or online? 2.48 How important is it to you to get involved in improving your community? How often are students bullied at school or online? 2.49 How important is it to you to get involved in improving your community? How often are students bullied at school? 2.99 How important is it to you to get involved in improving your community? How often are students bullied at school? 3 How important is it to you to get involved in improving your community? How often are students bullied at school? 3.49 s-civp-q2 t-pvic-q1 3.5 X 4.4 4.41 Q31 #N/A 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.4 4.5 4.41 4.51
50 Community & Wellbeing School Culture 5 2 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 Engagement Safety 5A 2A 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. 2.73 Civic Participation Student Emotional Safety 2.74 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. 3.24 5A-ii 2A-ii 3.25 Students Teachers 3.74 3.75 TRUE 4.475 TRUE 4.485 How important is it to you to actively challenge inequalities in society? How often are students bullied because of who they are? How important is it to you to actively challenge inequalities in society? How often are students bullied because of who they are? How important is it to you to actively challenge inequalities in society? How often are students bullied because of who they are? How important is it to you to actively challenge inequalities in society? How often are students bullied because of who they are? 2.48 How important is it to you to actively challenge inequalities in society? How often are students bullied because of who they are? 2.49 How important is it to you to actively challenge inequalities in society? How often are students bullied because of who they are? 2.99 How important is it to you to actively challenge inequalities in society? How often are students bullied because of who they are? 3 How important is it to you to actively challenge inequalities in society? How often are students bullied because of who they are? 3.49 s-civp-q3 t-pvic-q2 3.5 X 4.4 4.41 Q32 #N/A 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.4 4.5 4.41 4.51
51 Community & Wellbeing School Culture 5 2 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 Engagement Safety 5A 2A 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. 2.73 Civic Participation Student Emotional Safety 2.74 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. 3.24 5A-ii 2A-ii 3.25 Students Teachers 3.74 3.75 TRUE 4.475 TRUE 4.485 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? 2.48 How important is it to you to take action when something in society needs changing? Overall, how unkind are students to each other? 2.49 How important is it to you to take action when something in society needs changing? Overall, how unkind are students to each other? 2.99 How important is it to you to take action when something in society needs changing? Overall, how unkind are students to each other? 3 How important is it to you to take action when something in society needs changing? Overall, how unkind are students to each other? 3.49 s-civp-q4 t-pvic-q3 3.5 4.4 4.41 X Q33 #N/A 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.4 4.5 4.41 4.51
52 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Safety 3B 2A 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. 2.518888889 Cultural Responsiveness Student Emotional Safety 2.528888889 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. 3.028888889 3B-ii 2A-ii 3.038888889 Students 3.528888889 3.538888889 TRUE FALSE 4.477777778 TRUE 4.487777778 In your classes, how often do you see people like you represented in what you study? Some kids get picked on at my school. In your classes, how often do you see people like you represented in what you study? Some kids get picked on at my school. 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? 2.68 In your classes, how often do you see people like you represented in what you study? 2.69 In your classes, how often do you see people like you represented in what you study? 3.19 In your classes, how often do you see people like you represented in what you study? 3.2 Not in the 16-17 Surveys 3.69 s-cure-q1 s-emsa-es1 3.7 X 4.5 4.51 Q129 2.33 2.78 2.34 2.79 2.84 3.29 2.85 3.3 3.34 3.79 3.35 3.8 4.6 4.5 4.61 4.51 s-emsa-es1
53 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Safety 3B 2A 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. 2.518888889 Cultural Responsiveness Student Emotional Safety 2.528888889 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. 3.028888889 3B-ii 2A-ii 3.038888889 Students 3.528888889 3.538888889 TRUE FALSE 4.477777778 TRUE 4.487777778 In your classes, how often do you see many different kinds of people represented in what you study? At my school, I see kids acting in an unsafe or unkind way. In your classes, how often do you see many different kinds of people represented in what you study? At my school, I see kids acting in an unsafe or unkind way. 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? 2.68 In your classes, how often do you see many different kinds of people represented in what you study? 2.69 In your classes, how often do you see many different kinds of people represented in what you study? 3.19 In your classes, how often do you see many different kinds of people represented in what you study? 3.2 Not in the 16-17 Surveys 3.69 s-cure-q2 s-emsa-es2 3.7 X 4.5 4.51 Q130 2.33 2.78 2.34 2.79 2.84 3.29 2.85 3.3 3.34 3.79 3.35 3.8 4.6 4.5 4.61 4.51 s-emsa-es2
54 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Safety 3B 2A 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. 2.518888889 Cultural Responsiveness Student Emotional Safety 2.528888889 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. 3.028888889 3B-ii 2A-ii 3.038888889 Students 3.528888889 3.538888889 TRUE FALSE 4.477777778 TRUE 4.487777778 How valued do you think all students' home cultures and languages are in the school curriculum? At my school, I see many acts of kindness. How valued do you think all students' home cultures and languages are in the school curriculum? At my school, I see many acts of kindness. 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? 2.68 How valued do you think all students' home cultures and languages are in the school curriculum? 2.69 How valued do you think all students' home cultures and languages are in the school curriculum? 3.19 How valued do you think all students' home cultures and languages are in the school curriculum? 3.2 Not in the 16-17 Surveys 3.69 s-cure-q3 s-emsa-es3 3.7 4.5 4.51 Q131 2.33 2.78 2.34 2.79 2.84 3.29 2.85 3.3 3.34 3.79 3.35 3.8 4.6 4.5 4.61 4.51 s-emsa-es3
55 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Safety 3B 2A 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. 2.518888889 Cultural Responsiveness Student Emotional Safety 2.528888889 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. 3.028888889 3B-ii 2A-ii 3.038888889 Students 3.528888889 3.538888889 TRUE FALSE 4.477777778 TRUE 4.487777778 How valued do you think your home culture and language are in the school curriculum? No one has hurt my feelings using technology (on an ipad or phone). How valued do you think your home culture and language are in the school curriculum? No one has hurt my feelings using technology (on an ipad or phone). 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? 2.68 How valued do you think your home culture and language are in the school curriculum? 2.69 How valued do you think your home culture and language are in the school curriculum? 3.19 How valued do you think your home culture and language are in the school curriculum? 3.2 Not in the 16-17 Surveys 3.69 s-cure-q4 s-emsa-es4 3.7 4.5 4.51 X Q132 2.33 2.78 2.34 2.79 2.84 3.29 2.85 3.3 3.34 3.79 3.35 3.8 4.6 4.5 4.61 4.51 s-emsa-es4
56 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.23 Student Emotional Safety 2.24 Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2.74 2A-ii 2.75 Students 3.24 3.25 TRUE FALSE 4.3 TRUE 4.31 How often are students unkind to each other at this school? At my school, it is okay to be different or unique. How often are students unkind to each other at this school? At my school, it is okay to be different or unique. How often are students unkind to each other at this school? How often are students unkind to each other at this school? 2.78 How often are students unkind to each other at this school? 2.79 How often are students unkind to each other at this school? 3.29 How often are students unkind to each other at this school? 3.3 How worried are you that you will be bullied because of who you are? 3.79 s-emsa-q1 s-emsa-es5 3.8 X 4.5 4.51 X Q7 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es5
57 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.23 Student Emotional Safety 2.24 Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2.74 2A-ii 2.75 Students Parents 3.24 New scale - Social experiences 3.25 TRUE 4.3 TRUE 4.31 How often are students at this school unkind to each other online? In the last year, my child(ren) has experienced bullying and/or harassment at school. 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? 2.78 How often are students at this school unkind to each other online? 2.79 How often are students at this school unkind to each other online? 3.29 How often are students at this school unkind to each other online? 3.3 How often do you think students at your school are bullied online? 3.79 s-emsa-q2 p-socx-q1 3.8 X 4.5 4.51 Q8 Q7 Update survey item ID in qualtrics 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
58 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.23 Student Emotional Safety 2.24 Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2.74 2A-ii 2.75 Students Parents 3.24 New scale - Social experiences 3.25 TRUE 4.3 TRUE 4.31 How much bullying occurs at this school? I am concerned about my child(ren)'s physical safety at school. How much bullying occurs at this school? How much bullying occurs at this school? How much bullying occurs at this school? 2.78 How much bullying occurs at this school? 2.79 How much bullying occurs at this school? 3.29 How much bullying occurs at this school? 3.3 How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE) 3.79 s-emsa-q3 p-socx-q2 3.8 X 4.5 4.51 Q9 Q42 Update survey item ID in qualtrics 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
59 Community & Wellbeing School Culture 5 2 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. Creative & Performing Arts Safety 5C 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.48 Participation In Creative & Performing Arts Student Emotional Safety 2.49 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 student and teacher reports about the nature of student relationships with each other. 2.99 5C-i 2A-ii 3 Students Parents 3.49 New scale - Social experiences 3.5 TRUE 4.5 TRUE 4.51 In a typical week, how much time do you spend in creative arts instruction or activities? My child(ren) enjoy going to school on most days. 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? 2.48 In a typical week, how much time do you spend in creative arts instruction or activities? 2.49 In a typical week, how much time do you spend in creative arts instruction or activities? 2.99 In a typical week, how much time do you spend in creative arts instruction or activities? 3 In a typical week, how much time do you spend in creative arts instruction or activities? 3.49 s-expa-q1 p-socx-q3 3.5 4.5 4.51 X Q68 Q15 Update survey item ID in qualtrics 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
60 Community & Wellbeing School Culture 5 2 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. Work Ethic Safety 5B 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.23 Perseverance & Determination Student Emotional Safety 2.24 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 student and teacher reports about the nature of student relationships with each other. 2.74 5B-i 2A-ii 2.75 Students Parents 3.24 New scale - Social experiences 3.25 TRUE 4.5 TRUE 4.51 If you face a problem while working towards an important goal, how well can you keep working? My child(ren) have friends at school. 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? 2.23 If you face a problem while working towards an important goal, how well can you keep working? 2.24 If you face a problem while working towards an important goal, how well can you keep working? 2.74 If you face a problem while working towards an important goal, how well can you keep working? 2.75 If you face a problem while working towards an important goal, how well can you keep working? 3.24 s-grit-q1 p-socx-q4 3.25 4.3 4.31 X Q63 Q101 Update survey item ID in qualtrics 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
61 Community & Wellbeing School Culture 5 2 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. Work Ethic Safety 5B 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.23 Perseverance & Determination Student Emotional Safety 2.24 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 student and teacher reports about the nature of student relationships with each other. 2.74 5B-i 2A-ii 2.75 Students Parents 3.24 New scale - Social support 3.25 TRUE 4.5 TRUE 4.51 How important is it to you to finish things you start? There are counselors available to help my child(ren) when they struggle with their emotions. 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? 2.23 How important is it to you to finish things you start? 2.24 How important is it to you to finish things you start? 2.74 How important is it to you to finish things you start? 2.75 How important is it to you to finish things you start? 3.24 s-grit-q2 p-sosu-q1 3.25 4.3 4.31 Q64 Q43 Update survey item ID in qualtrics 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
62 Community & Wellbeing School Culture 5 2 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. Work Ethic Safety 5B 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.23 Perseverance & Determination Student Emotional Safety 2.24 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 student and teacher reports about the nature of student relationships with each other. 2.74 5B-i 2A-ii 2.75 Students Parents 3.24 New scale - Social support 3.25 TRUE 4.5 TRUE 4.51 How confident are you that you can remain focused on what you are doing, even when there are distractions? If my child(ren) felt bullied or harassed, I would know who to talk to at the school. 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? 2.23 How confident are you that you can remain focused on what you are doing, even when there are distractions? 2.24 How confident are you that you can remain focused on what you are doing, even when there are distractions? 2.74 How confident are you that you can remain focused on what you are doing, even when there are distractions? 2.75 How confident are you that you can remain focused on what you are doing, even when there are distractions? 3.24 s-grit-q3 p-sosu-q2 3.25 4.3 4.31 Q65 Q10 Update survey item ID in qualtrics 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
63 Community & Wellbeing School Culture 5 2 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. Work Ethic Safety 5B 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.23 Perseverance & Determination Student Emotional Safety 2.24 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 student and teacher reports about the nature of student relationships with each other. 2.74 5B-i 2A-ii 2.75 Students Parents 3.24 New scale - Social support 3.25 TRUE 4.5 TRUE 4.51 If you fail to reach an important goal, how likely are you to try again? This school values my child(ren)'s emotional well being. 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? 2.23 If you fail to reach an important goal, how likely are you to try again? 2.24 If you fail to reach an important goal, how likely are you to try again? 2.74 If you fail to reach an important goal, how likely are you to try again? 2.75 If you fail to reach an important goal, how likely are you to try again? 3.24 s-grit-q4 p-sosu-q3 3.25 4.3 4.31 Q66 Q11 Update survey item ID in qualtrics 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
64 Community & Wellbeing School Culture 5 2 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. Work Ethic Safety 5B 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.23 Growth Mindset Student Emotional Safety 2.24 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 and teacher reports about the nature of student relationships with each other. 2.74 5B-ii 2A-ii 2.75 Students Parents 3.24 New scale - Social support 3.25 TRUE 4.5 TRUE 4.51 How much do you think you can change your own intelligence? If my child(ren) or I had concerns about physical safety, I would know who to talk to at the school. 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? 2.23 How much do you think you can change your own intelligence? 2.24 How much do you think you can change your own intelligence? 2.74 How much do you think you can change your own intelligence? 2.75 Not in the 16-17 Surveys 3.24 s-grmi-q1 p-sosu-q4 3.25 4.3 4.31 Q34 Q6 Update survey item ID in qualtrics 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
65 Community & Wellbeing School Culture 5 2 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. Work Ethic Relationships 5B 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 Growth Mindset Student Sense of Belonging 2.24 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 and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2.74 5B-ii 2B-i 2.75 Students 3.24 3.25 TRUE FALSE 4.5 TRUE 4.51 How much do you think that being bad at math is something someone can change? I am happy when I am at school. How much do you think that being bad at math is something someone can change? I am happy when I am 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? 2.23 How much do you think that being bad at math is something someone can change? 2.24 How much do you think that being bad at math is something someone can change? 2.74 How much do you think that being bad at math is something someone can change? 2.75 Not in the 16-17 Surveys 3.24 s-grmi-q2 s-sbel-es1 3.25 4.3 4.31 X Q35 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
66 Community & Wellbeing School Culture 5 2 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. Work Ethic Relationships 5B 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 Growth Mindset Student Sense of Belonging 2.24 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 and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2.74 5B-ii 2B-i 2.75 Students 3.24 3.25 TRUE FALSE 4.5 TRUE 4.51 How much do you think that struggling as a writer is something someone can change? I am happy when I am in class. How much do you think that struggling as a writer is something someone can change? I am happy when I am in class. 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? 2.23 How much do you think that struggling as a writer is something someone can change? 2.24 How much do you think that struggling as a writer is something someone can change? 2.74 How much do you think that struggling as a writer is something someone can change? 2.75 Not in the 16-17 Surveys 3.24 s-grmi-q3 s-sbel-es10 3.25 4.3 4.31 Q127 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
67 Community & Wellbeing School Culture 5 2 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. Work Ethic Relationships 5B 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 Growth Mindset Student Sense of Belonging 2.24 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 and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2.74 5B-ii 2B-i 2.75 Students 3.24 3.25 TRUE FALSE 4.5 TRUE 4.51 How much do you think that intelligence is something that can be changed? My teacher gives all students help when they need it. How much do you think that intelligence is something that can be changed? My teacher gives all students help when they need it. 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? 2.23 How much do you think that intelligence is something that can be changed? 2.24 How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE) 2.74 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) 2.75 Not in the 16-17 Surveys 3.24 s-grmi-q4 s-sbel-es11 3.25 4.3 4.31 Q36 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
68 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Relationships 1A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.756190476 Effective Practices Student Sense of Belonging 2.766190476 Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 3.266190476 1A-ii 2B-i 3.276190476 Students 3.766190476 3.776190476 TRUE FALSE 4.504761905 TRUE 4.514761905 Overall, how much have you learned from your teacher? I have friends in my classroom. Overall, how much have you learned from your teacher? I have friends in my classroom. Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? 2.98 Overall, how much have you learned from your teacher? 2.99 Overall, how much have you learned from your teacher? 3.49 Overall, how much have you learned from your teacher? 3.5 Overall, how much have you learned from your teacher? 3.99 s-peff-q1 s-sbel-es2 4 4.4 4.41 Q10 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.5 4.71 4.51
69 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Relationships 1A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.756190476 Effective Practices Student Sense of Belonging 2.766190476 Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 3.266190476 1A-ii 2B-i 3.276190476 Students 3.766190476 3.776190476 TRUE FALSE 4.504761905 TRUE 4.514761905 For this class, how clearly does your teacher present the information that you need to learn? I have friends at recess. For this class, how clearly does your teacher present the information that you need to learn? I have friends at recess. 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? 2.98 For this class, how clearly does your teacher present the information that you need to learn? 2.99 For this class, how clearly does your teacher present the information that you need to learn? 3.49 For this class, how clearly does your teacher present the information that you need to learn? 3.5 For this class, how clearly does your teacher present the information that you need to learn? 3.99 s-peff-q2 s-sbel-es3 4 4.4 4.41 Q11 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.5 4.71 4.51
70 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Relationships 1A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.756190476 Effective Practices Student Sense of Belonging 2.766190476 Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 3.266190476 1A-ii 2B-i 3.276190476 Students 3.766190476 3.776190476 TRUE FALSE 4.504761905 TRUE 4.514761905 When you need extra help, how good is your teacher at giving you that help? Grownups at this school like me for who I am. When you need extra help, how good is your teacher at giving you that help? Grownups at this school like me for who I am. 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? 2.98 When you need extra help, how good is your teacher at giving you that help? 2.99 When you need extra help, how good is your teacher at giving you that help? 3.49 When you need extra help, how good is your teacher at giving you that help? 3.5 When you need extra help, how good is your teacher at giving you that help? 3.99 s-peff-q3 s-sbel-es4 4 4.4 4.41 Q12 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.5 4.71 4.51
71 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Relationships 1A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.756190476 Effective Practices Student Sense of Belonging 2.766190476 Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 3.266190476 1A-ii 2B-i 3.276190476 Students 3.766190476 3.776190476 TRUE FALSE 4.504761905 TRUE 4.514761905 How well can your teacher tell whether or not you understand a topic? Students at this school like me for who I am How well can your teacher tell whether or not you understand a topic? Students at this school like me for who I am 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? 2.98 How well can your teacher tell whether or not you understand a topic? 2.99 How well can your teacher tell whether or not you understand a topic? 3.49 How well can your teacher tell whether or not you understand a topic? 3.5 How well can your teacher tell whether or not you understand a topic? 3.99 s-peff-q4 s-sbel-es5 4 4.4 4.41 Q14 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.5 4.71 4.51
72 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Relationships 1A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.756190476 Effective Practices Student Sense of Belonging 2.766190476 Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 3.266190476 1A-ii 2B-i 3.276190476 Students 3.766190476 3.776190476 TRUE FALSE 4.504761905 TRUE 4.514761905 How interesting does your teacher make the things you are learning? Grownups treat students with respect. How interesting does your teacher make the things you are learning? Grownups treat students with respect. How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? 2.98 How interesting does your teacher make the things you are learning? 2.99 How interesting does your teacher make the things you are learning? 3.49 How interesting does your teacher make the things you are learning? 3.5 How interesting does your teacher make the things you are learning? 3.99 s-peff-q5 s-sbel-es6 4 4.4 4.41 Q15 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.5 4.71 4.51
73 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Relationships 1A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.756190476 Effective Practices Student Sense of Belonging 2.766190476 Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 3.266190476 1A-ii 2B-i 3.276190476 Students 3.766190476 3.776190476 TRUE FALSE 4.504761905 TRUE 4.514761905 How good is your teacher at helping you learn? Students treat each other with respect. How good is your teacher at helping you learn? Students treat each other with respect. How good is your teacher at helping you learn? How good is your teacher at helping you learn? 2.98 How good is your teacher at helping you learn? 2.99 How good is your teacher at helping you learn? 3.49 How good is your teacher at helping you learn? 3.5 How good is your teacher at helping you learn? 3.99 s-peff-q6 s-sbel-es7 4 4.4 4.41 X Q16 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.5 4.71 4.51
74 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Relationships 2A 2B 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. 2.23 Student Physical Safety Student Sense of Belonging 2.24 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 they feel understood, supported, and accepted by students and adults at the school. 2.74 2A-i 2B-i 2.75 Students 3.24 3.25 TRUE FALSE 4.3 TRUE 4.31 How often do you worry about violence at your school? There are grownups at my school who care about me. How often do you worry about violence at your school? There are grownups at my school who care about me. How often do you worry about violence at your school? How often do you worry about violence at your school? 2.5675 How often do you worry about violence at your school? 2.5775 How often do you worry about violence at your school? 3.0775 How often do you worry about violence at your school? 3.0875 How often do you worry about violence at your school? 3.5775 s-phys-q1 s-sbel-es8 3.5875 X 4.45 4.46 Q40 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51
75 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Relationships 2A 2B 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. 2.23 Student Physical Safety Student Sense of Belonging 2.24 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 they feel understood, supported, and accepted by students and adults at the school. 2.74 2A-i 2B-i 2.75 Students 3.24 3.25 TRUE FALSE 4.3 TRUE 4.31 How often do students get into physical fights at your school? My teacher gives me help when I need it. How often do students get into physical fights at your school? My teacher gives me help when I need it. How often do students get into physical fights at your school? How often do students get into physical fights at your school? 2.5675 How often do students get into physical fights at your school? 2.5775 How often do students get into physical fights at your school? 3.0775 How often do students get into physical fights at your school? 3.0875 How often do students get into physical fights at your school? 3.5775 s-phys-q2 s-sbel-es9 3.5875 X 4.45 4.46 Q41 . 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 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. Safety Relationships 2A 2B 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. 2.23 Student Physical Safety Student Sense of Belonging 2.24 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 they feel understood, supported, and accepted by students and adults at the school. 2.74 2A-i 2B-i 2.75 Students 3.24 3.25 TRUE 4.3 TRUE 4.31 Overall, how physically safe do you feel at school? Overall, how much do you feel like you belong at your school? Overall, how physically safe do you feel at school? Overall, how much do you feel like you belong at your school? Overall, how physically safe do you feel at school? Overall, how much do you feel like you belong at your school? Overall, how physically safe do you feel at school? Overall, how much do you feel like you belong at your school? 2.5675 Overall, how physically safe do you feel at school? Overall, how much do you feel like you belong at your school? 2.5775 Overall, how physically safe do you feel at school? Overall, how much do you feel like you belong at your school? 3.0775 Overall, how safe do you feel at school? Overall, how much do you feel like you belong at your school? 3.0875 Overall, how safe do you feel at school? Overall, how much do you feel like you belong at your school? 3.5775 s-phys-q3 s-sbel-q1 3.5875 4.45 4.46 Q42 Q44 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 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. Safety Relationships 2A 2B 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. 2.23 Student Physical Safety Student Sense of Belonging 2.24 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 they feel understood, supported, and accepted by students and adults at the school. 2.74 2A-i 2B-i 2.75 Students 3.24 3.25 TRUE 4.3 TRUE 4.31 How often do you feel like you might be harmed by someone at school? At your school, how accepted do you feel by the other students? How often do you feel like you might be harmed by someone at school? At your school, how accepted do you feel by the other students? How often do you feel like you might be harmed by someone at school? At your school, how accepted do you feel by the other students? How often do you feel like you might be harmed by someone at school? At your school, how accepted do you feel by the other students? 2.5675 How often do you feel like you might be harmed by someone at school? At your school, how accepted do you feel by the other students? 2.5775 How often do you feel like you might be harmed by someone at school? At your school, how accepted do you feel by the other students? 3.0775 How often do you feel like you might be harmed by someone at school? At your school, how accepted do you feel by the other students? 3.0875 How often do you feel like you might be harmed by someone at school? At your school, how accepted do you feel by the other students? 3.5775 s-phys-q4 s-sbel-q2 3.5875 X 4.45 4.46 X Q43 Q45 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51
78 Community & Wellbeing School Culture 5 2 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. Health Relationships 5D 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.396666667 Social & Emotional Health Student Sense of Belonging 2.406666667 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 and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2.906666667 5D-i 2B-i 2.916666667 Students 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 On a regular day at school, how often do you feel relaxed? How well do people at your school understand you? On a regular day at school, how often do you feel relaxed? How well do people at your school understand you? On a regular day at school, how often do you feel relaxed? How well do people at your school understand you? On a regular day at school, how often do you feel relaxed? How well do people at your school understand you? 2.23 On a regular day at school, how often do you feel relaxed? How well do people at your school understand you? 2.24 On a regular day at school, how often do you feel relaxed? How well do people at your school understand you? 2.74 On a regular day at school, how often do you feel relaxed? How well do people at your school understand you? 2.75 On a regular day at school, how often do you feel relaxed? How well do people at your school understand you? 3.24 s-poaf-q1 s-sbel-q3 3.25 4.3 4.31 Q69 Q46 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
79 Community & Wellbeing School Culture 5 2 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. Health Relationships 5D 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.396666667 Social & Emotional Health Student Sense of Belonging 2.406666667 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 and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2.906666667 5D-i 2B-i 2.916666667 Students 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 How often are you enthusiastic at school? How much respect do students in your school show you? How often are you enthusiastic at school? How much respect do students in your school show you? How often are you enthusiastic at school? How much respect do students in your school show you? How often are you enthusiastic at school? How much respect do students in your school show you? 2.23 How often are you enthusiastic at school? How much respect do students in your school show you? 2.24 How often are you enthusiastic at school? How much respect do students in your school show you? 2.74 How often are you enthusiastic at school? How much respect do students in your school show you? 2.75 How often are you enthusiastic at school? How much respect do students in your school show you? 3.24 s-poaf-q2 s-sbel-q4 3.25 4.3 4.31 Q70 Q48 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
80 Community & Wellbeing School Culture 5 2 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. Health Relationships 5D 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.396666667 Social & Emotional Health Student Sense of Belonging 2.406666667 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 and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2.906666667 5D-i 2B-i 2.916666667 Students 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 On a normal day in school, how confident do you feel? How connected do you feel to the adults at your school? On a normal day in school, how confident do you feel? How connected do you feel to the adults at your school? On a normal day in school, how confident do you feel? How connected do you feel to the adults at your school? On a normal day in school, how confident do you feel? How connected do you feel to the adults at your school? 2.23 On a normal day in school, how confident do you feel? How connected do you feel to the adults at your school? 2.24 On a normal day in school, how confident do you feel? How connected do you feel to the adults at your school? 2.74 On a normal day in school, how confident do you feel? How connected do you feel to the adults at your school? 2.75 On a normal day in school, how confident do you feel? How connected do you feel to the adults at your school? 3.24 s-poaf-q3 s-sbel-q5 3.25 4.3 4.31 X Q71 Q49 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
81 Community & Wellbeing School Culture 5 2 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. Health Relationships 5D 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.396666667 Social & Emotional Health Student Sense of Belonging 2.406666667 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 and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2.906666667 5D-i 2B-i 2.916666667 Students Teachers 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 On a normal day in school, how much are you able to concentrate? How much do students at this school care about each other? On a normal day in school, how much are you able to concentrate? How much do students at this school care about each other? On a normal day in school, how much are you able to concentrate? How much do students at this school care about each other? On a normal day in school, how much are you able to concentrate? How much do students at this school care about each other? 2.23 On a normal day in school, how much are you able to concentrate? How much do students at this school care about each other? 2.24 On a normal day in school, how much are you able to concentrate? How much do students at this school care about each other? 2.74 On a normal day in school, how much are you able to concentrate? How much do students at this school care about each other? 2.75 On a normal day in school, how much are you able to concentrate? How much do students at this school care about each other? 3.24 s-poaf-q4 t-psup-q1 3.25 4.3 4.31 Q72 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
82 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 Student Sense of Belonging 2.24 Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 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. 2.74 2B-i 2.75 Students Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 Overall, how much do you feel like you belong at your school? How often do students at this school help each other learn? Overall, how much do you feel like you belong at your school? How often do students at this school help each other learn? Overall, how much do you feel like you belong at your school? How often do students at this school help each other learn? Overall, how much do you feel like you belong at your school? How often do students at this school help each other learn? 2.23 Overall, how much do you feel like you belong at your school? How often do students at this school help each other learn? 2.24 Overall, how much do you feel like you belong at your school? How often do students at this school help each other learn? 2.74 Overall, how much do you feel like you belong at your school? How often do students at this school help each other learn? 2.75 Overall, how much do you feel like you belong at your school? How often do students at this school help each other learn? 3.24 s-sbel-q1 t-psup-q2 3.25 4.5 4.51 Q44 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
83 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 Student Sense of Belonging 2.24 Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 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. 2.74 2B-i 2.75 Students Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 At your school, how accepted do you feel by the other students? How well do students at this school get along with each other? At your school, how accepted do you feel by the other students? How well do students at this school get along with each other? At your school, how accepted do you feel by the other students? How well do students at this school get along with each other? At your school, how accepted do you feel by the other students? How well do students at this school get along with each other? 2.23 At your school, how accepted do you feel by the other students? How well do students at this school get along with each other? 2.24 At your school, how accepted do you feel by the other students? How well do students at this school get along with each other? 2.74 At your school, how accepted do you feel by the other students? How well do students at this school get along with each other? 2.75 At your school, how accepted do you feel by the other students? How well do students at this school get along with each other? 3.24 s-sbel-q2 t-psup-q3 3.25 4.5 4.51 X Q45 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
84 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 Student Sense of Belonging 2.24 Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 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. 2.74 2B-i 2.75 Students Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 How well do people at your school understand you? At this school, how respectful are students to each other? How well do people at your school understand you? At this school, how respectful are students to each other? How well do people at your school understand you? At this school, how respectful are students to each other? How well do people at your school understand you? At this school, how respectful are students to each other? 2.23 How well do people at your school understand you? At this school, how respectful are students to each other? 2.24 How well do people at your school understand you? At this school, how respectful are students to each other? 2.74 How well do people at your school understand you? At this school, how respectful are students to each other? 2.75 How well do people at your school understand you? At this school, how respectful are students to each other? 3.24 s-sbel-q3 t-psup-q4 3.25 4.5 4.51 Q46 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
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. 2.23 Student Sense of Belonging Student-Teacher Relationships 2.24 Draws on anonymous student 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. 2.74 2B-i 2B-ii 2.75 Students 3.24 3.25 TRUE 4.5 TRUE 4.51 How much respect do students in your school show you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much respect do students in your school show you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much respect do students in your school show you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How much respect do students in your school show you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 2.23 How much respect do students in your school show you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 2.24 How much respect do students in your school show you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 2.74 How much respect do students in your school show you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 2.75 How much respect do students in your school show you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 3.24 s-sbel-q4 s-tint-q1 3.25 4.5 4.51 X Q48 Q17 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. 2.23 Student Sense of Belonging Student-Teacher Relationships 2.24 Draws on anonymous student 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. 2.74 2B-i 2B-ii 2.75 Students 3.24 3.25 TRUE 4.5 TRUE 4.51 How connected do you feel to the adults at your school? How interested in your teacher in what you do outside of class? How connected do you feel to the adults at your school? How interested in your teacher in what you do outside of class? How connected do you feel to the adults at your school? How interested in your teacher in what you do outside of class? How connected do you feel to the adults at your school? How interested in your teacher in what you do outside of class? 2.23 How connected do you feel to the adults at your school? How interested in your teacher in what you do outside of class? 2.24 How connected do you feel to the adults at your school? How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey) 2.74 How connected do you feel to the adults at your school? How interested is your teacher in what you do outside of class? 2.75 How connected do you feel to the adults at your school? How interested is your teacher in what you do outside of class? 3.24 s-sbel-q5 s-tint-q2 3.25 4.5 4.51 Q49 Q18 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
87 Community & Wellbeing School Culture 5 2 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 Engagement Relationships 5A 2B 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. 2.73 Appreciation For Diversity Student-Teacher Relationships 2.74 Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 3.24 5A-i 2B-ii 3.25 Students 3.74 3.75 TRUE 4.475 TRUE 4.485 How often do you try to think of more than one explanation for why someone else acted as they did? If you walked into class upset, how concerned would your teacher be? How often do you try to think of more than one explanation for why someone else acted as they did? If you walked into class upset, how concerned would your teacher be? How often do you try to think of more than one explanation for why someone else acted as they did? If you walked into class upset, how concerned would your teacher be? How often do you try to think of more than one explanation for why someone else acted as they did? If you walked into class upset, how concerned would your teacher be? 2.48 How often do you try to think of more than one explanation for why someone else acted as they did? If you walked into class upset, how concerned would your teacher be? 2.49 How often do you try to think of more than one explanation for why someone else acted as they did? If you walked into class upset, how concerned would your teacher be? 2.99 How often do you try to think of more than one explanation for why someone else acted as they did? If you walked into class upset, how concerned would your teacher be? 3 How often do you try to think of more than one explanation for why someone else acted as they did? If you walked into class upset, how concerned would your teacher be? 3.49 s-sper-q1 s-tint-q3 3.5 4.4 4.41 Q59 Q19 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.5 4.41 4.51
88 Community & Wellbeing School Culture 5 2 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 Engagement Relationships 5A 2B 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. 2.73 Appreciation For Diversity Student-Teacher Relationships 2.74 Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 3.24 5A-i 2B-ii 3.25 Students 3.74 3.75 TRUE 4.475 TRUE 4.485 Overall, how often do you try to understand the point of view of other people? If you came back to visit class three years from now, how excited would your teacher be to see you? Overall, how often do you try to understand the point of view of other people? If you came back to visit class three years from now, how excited would your teacher be to see you? Overall, how often do you try to understand the point of view of other people? If you came back to visit class three years from now, how excited would your teacher be to see you? Overall, how often do you try to understand the point of view of other people? If you came back to visit class three years from now, how excited would your teacher be to see you? 2.48 Overall, how often do you try to understand the point of view of other people? If you came back to visit class three years from now, how excited would your teacher be to see you? 2.49 Overall, how often do you try to understand the point of view of other people? If you came back to visit class three years from now, how excited would your teacher be to see you? 2.99 Overall, how often do you try to understand the point of view of other people? If you came back to visit class three years from now, how excited would your teacher be to see you? 3 Overall, how often do you try to understand the point of view of other people? If you came back to visit class three years from now, how excited would your teacher be to see you? 3.49 s-sper-q2 s-tint-q4 3.5 4.4 4.41 Q60 Q20 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.5 4.41 4.51
89 Community & Wellbeing School Culture 5 2 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 Engagement Relationships 5A 2B 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. 2.73 Appreciation For Diversity Student-Teacher Relationships 2.74 Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 3.24 5A-i 2B-ii 3.25 Students 3.74 3.75 TRUE 4.475 TRUE 4.485 How often do you try to figure out what motivates others to behave as they do? If you had something on your mind, how carefully would your teacher listen to you? How often do you try to figure out what motivates others to behave as they do? If you had something on your mind, how carefully would your teacher listen to you? How often do you try to figure out what motivates others to behave as they do? If you had something on your mind, how carefully would your teacher listen to you? How often do you try to figure out what motivates others to behave as they do? If you had something on your mind, how carefully would your teacher listen to you? 2.48 How often do you try to figure out what motivates others to behave as they do? If you had something on your mind, how carefully would your teacher listen to you? 2.49 How often do you try to figure out what motivates others to behave as they do? If you had something on your mind, how carefully would your teacher listen to you? 2.99 How often do you try to figure out what motivates others to behave as they do? If you had something on your mind, how carefully would your teacher listen to you? 3 How often do you try to figure out what motivates others to behave as they do? If you had something on your mind, how carefully would your teacher listen to you? 3.49 s-sper-q3 s-tint-q5 3.5 4.4 4.41 Q61 Q21 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.5 4.41 4.51
90 Community & Wellbeing School Culture 5 2 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 Engagement Relationships 5A 2B 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. 2.73 Appreciation For Diversity Student-Teacher Relationships 2.74 Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 3.24 5A-i 2B-ii 3.25 Students 3.74 3.75 TRUE FALSE 4.475 TRUE 4.485 In general, how often do you try to understand how other people see things? I share what I do outside of school with my teacher. In general, how often do you try to understand how other people see things? I share what I do outside of school with my teacher. 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? 2.48 In general, how often do you try to understand how other people see things? 2.49 In general, how often do you try to understand how other people see things? 2.99 In general, how often do you try to understand how other people see things? 3 In general, how often do you try to understand how other people see things? 3.49 s-sper-q4 s-tint-es1 3.5 4.4 4.41 X Q62 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.5 4.41 4.51 s-tint-es1
91 Academic Learning School Culture 4 2 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 Learning Relationships 4B 2B 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. 2.73 Engagement In School Student-Teacher Relationships 2.74 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 respected and cared for by their teachers. 3.24 4B-i 2B-ii 3.25 Students 3.74 3.75 TRUE FALSE 4.533333333 TRUE 4.543333333 How excited are you about going to this class? My teacher asks what I like to do outside of school. How excited are you about going to this class? My teacher asks what I like to do outside of school. How excited are you about going to this class? How excited are you about going to this class? 2.38 How excited are you about going to this class? 2.39 How excited are you about going to this class? 2.89 How excited are you about going to this class? 2.9 How excited are you about going to this class? 3.39 s-sten-q1 s-tint-es2 3.4 4.4 4.41 Q27 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.5 4.41 4.51 s-tint-es2
92 Academic Learning School Culture 4 2 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 Learning Relationships 4B 2B 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. 2.73 Engagement In School Student-Teacher Relationships 2.74 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 respected and cared for by their teachers. 3.24 4B-i 2B-ii 3.25 Students 3.74 3.75 TRUE FALSE 4.533333333 TRUE 4.543333333 Overall, how interested are you in this class? My teacher cares about me when I am sick or upset. Overall, how interested are you in this class? My teacher cares about me when I am sick or upset. Overall, how interested are you in this class? Overall, how interested are you in this class? 2.38 Overall, how interested are you in this class? 2.39 Overall, how interested are you in this class? 2.89 Overall, how interested are you in this class? 2.9 Overall, how interested are you in this class? 3.39 s-sten-q2 s-tint-es3 3.4 4.4 4.41 X Q28 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.5 4.41 4.51 s-tint-es3
93 Academic Learning School Culture 4 2 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 Learning Relationships 4B 2B 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. 2.73 Engagement In School Student-Teacher Relationships 2.74 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 respected and cared for by their teachers. 3.24 4B-i 2B-ii 3.25 Students 3.74 3.75 TRUE FALSE 4.533333333 TRUE 4.543333333 How often do you get so focused on class activities that you lose track of time? My teacher listens to me when I talk to them. How often do you get so focused on class activities that you lose track of time? My teacher listens to me when I talk to them. 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? 2.38 How often do you get so focused on class activities that you lose track of time? 2.39 How often do you get so focused on class activities that you lose track of time? 2.89 How often do you get so focused on class activities that you lose track of time? 2.9 How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE) 3.39 s-sten-q3 s-tint-es4 3.4 4.4 4.41 Q29 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.5 4.41 4.51 s-tint-es4
94 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 & Personnel Relationships 3A 2B 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 includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 Content Specialists & Support Staff Student-Teacher Relationships 2.24 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 respected and cared for by their teachers. 2.74 3A-ii 2B-ii 2.75 Students 3.24 3.25 TRUE FALSE 4.5 TRUE 4.51 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? My teacher helps me when I have a problem. 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? My teacher helps me when I have a problem. 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? 2.396666667 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? 2.406666667 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? 2.906666667 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? 2.916666667 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? 3.406666667 s-sust-q1 s-tint-es5 3.416666667 4.433333333 4.443333333 X Q56 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.5 4.26 4.51 s-tint-es5
95 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 & Personnel Relationships 3A 2B 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 includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 Content Specialists & Support Staff Student-Teacher Relationships 2.24 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 respected and cared for by their teachers. 2.74 3A-ii 2B-ii 2.75 Students 3.24 3.25 TRUE FALSE 4.5 TRUE 4.51 When you need help learning something, is there an adult at school other than your teacher who can work with you? My teachers help students when English is hard for them to speak or to understand. When you need help learning something, is there an adult at school other than your teacher who can work with you? My teachers help students when English is hard for them to speak or to understand. 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? 2.396666667 When you need help learning something, is there an adult at school other than your teacher who can work with you? 2.406666667 When you need help learning something, is there an adult at school other than your teacher who can work with you? 2.906666667 When you need help learning something, is there an adult at school other than your teacher who can work with you? 2.916666667 When you need help learning something, is there an adult at school other than your teacher who can work with you? 3.406666667 s-sust-q2 s-tint-es7 3.416666667 4.433333333 4.443333333 Q57 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.5 4.26 4.51 s-tint-es7
96 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 Student-Teacher Relationships 2.24 Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2.74 2B-ii 2.75 Students 3.24 3.25 TRUE FALSE 4.5 TRUE 4.51 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? My school is kind to students who come from another country or speak another language. When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? My school is kind to students who come from another country or speak another language. 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? 2.23 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 2.24 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 2.74 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 2.75 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 3.24 s-tint-q1 s-tint-es8 3.25 4.5 4.51 X Q17 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es8
97 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Academic Orientation 2B 2C 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. 2.23 Student-Teacher Relationships Valuing of Learning 2.24 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 how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2.74 2B-ii 2C-i 2.75 Students Admin Data 3.24 MA DESE, 2019-20 3.25 TRUE 4.5 TRUE 4.51 How interested in your teacher in what you do outside of class? Chronic absence rate How interested in your teacher in what you do outside of class? Chronic absence rate How interested in your teacher in what you do outside of class? Chronic absence rate How interested in your teacher in what you do outside of class? Chronic absence rate 2.23 How interested in your teacher in what you do outside of class? Chronic absence rate 2.24 How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey) Chronic absence rate 2.74 How interested is your teacher in what you do outside of class? Chronic absence rate 2.75 How interested is your teacher in what you do outside of class? Chronic absence rate 3.24 s-tint-q2 a-vale-i1 3.25 X 4.5 4.51 Q18 #N/A 10 number 2.23 2.98 2.24 2.99 2.74 3.49 2.75 3.5 3.24 3.99 3.25 4 4.5 4.8 4.51 4.81
98 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Academic Orientation 2B 2C 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. 2.23 Student-Teacher Relationships Valuing of Learning 2.24 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 how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2.74 2B-ii 2C-i 2.75 Students Admin Data 3.24 Constructed by MCIEA staff 3.25 TRUE 4.5 TRUE 4.51 If you walked into class upset, how concerned would your teacher be? Average daily attendance If you walked into class upset, how concerned would your teacher be? Average daily attendance If you walked into class upset, how concerned would your teacher be? Average daily attendance If you walked into class upset, how concerned would your teacher be? Average daily attendance 2.23 If you walked into class upset, how concerned would your teacher be? Average daily attendance 2.24 If you walked into class upset, how concerned would your teacher be? Average daily attendance 2.74 If you walked into class upset, how concerned would your teacher be? Average daily attendance 2.75 If you walked into class upset, how concerned would your teacher be? Average daily attendance 3.24 s-tint-q3 a-vale-i2 3.25 4.5 4.51 Q19 #N/A 90 number 2.23 2.98 2.24 2.99 2.74 3.49 2.75 3.5 3.24 3.99 3.25 4 4.5 4.8 4.51 4.81
99 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Academic Orientation 2B 2C 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. 2.23 Student-Teacher Relationships Valuing of Learning 2.24 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 how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2.74 2B-ii 2C-i 2.75 Students 3.24 3.25 TRUE FALSE 4.5 TRUE 4.51 If you came back to visit class three years from now, how excited would your teacher be to see you? School is important to me. If you came back to visit class three years from now, how excited would your teacher be to see you? School is important to me. 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? 2.23 If you came back to visit class three years from now, how excited would your teacher be to see you? 2.24 If you came back to visit class three years from now, how excited would your teacher be to see you? 2.74 If you came back to visit class three years from now, how excited would your teacher be to see you? 2.75 If you came back to visit class three years from now, how excited would your teacher be to see you? 3.24 s-tint-q4 s-vale-es1 3.25 4.5 4.51 Q20 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.5 4.51
100 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Academic Orientation 2B 2C 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. 2.23 Student-Teacher Relationships Valuing of Learning 2.24 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 how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2.74 2B-ii 2C-i 2.75 Students 3.24 3.25 TRUE FALSE 4.5 TRUE 4.51 If you had something on your mind, how carefully would your teacher listen to you? School is important to my family. If you had something on your mind, how carefully would your teacher listen to you? School is important to my family. 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? 2.23 If you had something on your mind, how carefully would your teacher listen to you? 2.24 If you had something on your mind, how carefully would your teacher listen to you? 2.74 If you had something on your mind, how carefully would your teacher listen to you? 2.75 If you had something on your mind, how carefully would your teacher listen to you? 3.24 s-tint-q5 s-vale-es2 3.25 4.5 4.51 Q21 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.5 4.51
101 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. 2.98 Valuing of Learning 2.99 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. 3.49 2C-i 3.5 Students 3.99 4 TRUE FALSE 4.4 TRUE 4.41 Overall, how important is school to you? I enjoy learning new things at school. Overall, how important is school to you? I enjoy learning new things at school. Overall, how important is school to you? Overall, how important is school to you? 2.48 Overall, how important is school to you? 2.49 Overall, how important is school to you? 2.99 Overall, how important is school to you? 3 Overall, how important is school to you? 3.49 s-vale-q1 s-vale-es3 3.5 4.7 4.71 Q50 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
102 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. 2.98 Valuing of Learning 2.99 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. 3.49 2C-i 3.5 Students 3.99 4 TRUE FALSE 4.4 TRUE 4.41 How curious are you to learn more about things you talked about in school? I am a reader. How curious are you to learn more about things you talked about in school? I am a reader. 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? 2.48 How curious are you to learn more about things you talked about in school? 2.49 How curious are you to learn more about things you talked about in school? 2.99 How curious are you to learn more about things you talked about in school? 3 How curious are you to learn more about things you talked about in school? 3.49 s-vale-q2 s-vale-es4 3.5 4.7 4.71 Q53 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
103 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. 2.98 Valuing of Learning 2.99 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. 3.49 2C-i 3.5 Students 3.99 4 TRUE FALSE 4.4 TRUE 4.41 How much do you enjoy learning in school? I am a mathematician. How much do you enjoy learning in school? I am a mathematician. How much do you enjoy learning in school? How much do you enjoy learning in school? 2.48 How much do you enjoy learning in school? 2.49 How much do you enjoy learning in school? 2.99 How much do you enjoy learning in school? 3 How much do you enjoy learning in school? 3.49 s-vale-q3 s-vale-es5 3.5 4.7 4.71 X Q54 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
104 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. 2.98 Valuing of Learning 2.99 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. 3.49 2C-i 3.5 Students 3.99 4 TRUE FALSE 4.4 TRUE 4.41 How much do you see yourself as a learner? I am a scientist. How much do you see yourself as a learner? I am a scientist. How much do you see yourself as a learner? How much do you see yourself as a learner? 2.48 How much do you see yourself as a learner? 2.49 How much do you see yourself as a learner? 2.99 How much do you see yourself as a learner? 3 How much do you see yourself as a learner? 3.49 s-vale-q4 s-vale-es6 3.5 4.7 4.71 Q55 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
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. 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. 2.98 Academic Challenge Valuing of Learning 2.99 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 reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3.49 2C-ii 2C-i 3.5 Teachers Students 3.99 4 TRUE FALSE 4.4 TRUE 4.41 How well does your school foster academic challenge for all students? I am a good citizen. How well does your school foster academic challenge for all students? I am a good citizen. How well does your school foster academic challenge for all students? How well does your school foster academic challenge for all students? 2.68 How well does your school foster academic challenge for all students? 2.69 How well does your school foster academic challenge for all students? 3.19 How well does your school foster academic challenge for all students? 3.2 Not in the 16-17 Surveys 3.69 t-acch-q1 s-vale-es7 3.7 4.5 4.51 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
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. 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. 2.98 Academic Challenge Valuing of Learning 2.99 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 reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3.49 2C-ii 2C-i 3.5 Teachers Students 3.99 4 TRUE FALSE 4.4 TRUE 4.41 How effectively does your school challenge students who are struggling academically? I wonder about things, am curious, and want to learn more. How effectively does your school challenge students who are struggling academically? I wonder about things, am curious, and want to learn more. How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are struggling academically? 2.68 How effectively does your school challenge students who are struggling academically? 2.69 How effectively does your school challenge students who are struggling academically? 3.19 How effectively does your school challenge students who are struggling academically? 3.2 Not in the 16-17 Surveys 3.69 t-acch-q2 s-vale-es8 3.7 4.5 4.51 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
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. 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. 2.98 Academic Challenge Valuing of Learning 2.99 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 reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3.49 2C-ii 2C-i 3.5 Teachers Students 3.99 4 TRUE 4.4 TRUE 4.41 How effectively does your school challenge students who are thriving academically? Overall, how important is school to you? How effectively does your school challenge students who are thriving academically? Overall, how important is school to you? How effectively does your school challenge students who are thriving academically? Overall, how important is school to you? How effectively does your school challenge students who are thriving academically? Overall, how important is school to you? 2.68 How effectively does your school challenge students who are thriving academically? Overall, how important is school to you? 2.69 How effectively does your school challenge students who are thriving academically? Overall, how important is school to you? 3.19 How effectively does your school challenge students who are thriving academically? Overall, how important is school to you? 3.2 Not in the 16-17 Surveys Overall, how important is school to you? 3.69 t-acch-q3 s-vale-q1 3.7 4.5 4.51 #N/A Q50 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
108 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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. Community Support Academic Orientation 3C 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.494285714 Community Involvement & External Partners Valuing of Learning 2.504285714 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 how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3.004285714 3C-ii 2C-i 3.014285714 Teachers Students 3.504285714 3.514285714 TRUE 4.482142857 TRUE 4.492142857 How effectively does this school connect with immigrant families, providing translation when necessary? How curious are you to learn more about things you talked about in school? How effectively does this school connect with immigrant families, providing translation when necessary? How curious are you to learn more about things you talked about in school? How effectively does this school connect with immigrant families, providing translation when necessary? How curious are you to learn more about things you talked about in school? How effectively does this school connect with immigrant families, providing translation when necessary? How curious are you to learn more about things you talked about in school? 2.18 How effectively does this school connect with immigrant families, providing translation when necessary? How curious are you to learn more about things you talked about in school? 2.19 How effectively does this school connect with immigrant families, providing translation when necessary? How curious are you to learn more about things you talked about in school? 2.69 How effectively does this school connect with immigrant families, providing translation when necessary? How curious are you to learn more about things you talked about in school? 2.7 How effectively does this school connect with immigrant families, providing translation when necessary? How curious are you to learn more about things you talked about in school? 3.19 t-ceng-q1 s-vale-q2 3.2 4.4 4.41 #N/A Q53 2.18 2.68 2.19 2.69 2.69 3.19 2.7 3.2 3.19 3.69 3.2 3.7 4.4 4.5 4.41 4.51
109 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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. Community Support Academic Orientation 3C 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.494285714 Community Involvement & External Partners Valuing of Learning 2.504285714 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 how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3.004285714 3C-ii 2C-i 3.014285714 Teachers Students 3.504285714 3.514285714 TRUE 4.482142857 TRUE 4.492142857 How effectively does this school respond to the needs and values of the surrounding community? How much do you enjoy learning in school? How effectively does this school respond to the needs and values of the surrounding community? How much do you enjoy learning in school? How effectively does this school respond to the needs and values of the surrounding community? How much do you enjoy learning in school? How effectively does this school respond to the needs and values of the surrounding community? How much do you enjoy learning in school? 2.18 How effectively does this school respond to the needs and values of the surrounding community? How much do you enjoy learning in school? 2.19 How effectively does this school respond to the needs and values of the surrounding community? How much do you enjoy learning in school? 2.69 How effectively does this school respond to the needs and values of the surrounding community? How much do you enjoy learning in school? 2.7 How effectively does this school respond to the needs and values of the surrounding community? How much do you enjoy learning in school? 3.19 t-ceng-q2 s-vale-q3 3.2 4.4 4.41 X #N/A Q54 2.18 2.68 2.19 2.69 2.69 3.19 2.7 3.2 3.19 3.69 3.2 3.7 4.4 4.5 4.41 4.51
110 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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. Community Support Academic Orientation 3C 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.494285714 Community Involvement & External Partners Valuing of Learning 2.504285714 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 how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3.004285714 3C-ii 2C-i 3.014285714 Teachers Students 3.504285714 3.514285714 TRUE 4.482142857 TRUE 4.492142857 To what extent are all groups of parents represented in the governance of the school? How much do you see yourself as a learner? To what extent are all groups of parents represented in the governance of the school? How much do you see yourself as a learner? To what extent are all groups of parents represented in the governance of the school? How much do you see yourself as a learner? To what extent are all groups of parents represented in the governance of the school? How much do you see yourself as a learner? 2.18 To what extent are all groups of parents represented in the governance of the school? How much do you see yourself as a learner? 2.19 To what extent are all groups of parents represented in the governance of the school? How much do you see yourself as a learner? 2.69 To what extent are all groups of parents represented in the governance of the school? How much do you see yourself as a learner? 2.7 To what extent are all groups of parents represented in the governance of the school? How much do you see yourself as a learner? 3.19 t-ceng-q3 s-vale-q4 3.2 4.4 4.41 #N/A Q55 2.18 2.68 2.19 2.69 2.69 3.19 2.7 3.2 3.19 3.69 3.2 3.7 4.4 4.5 4.41 4.51
111 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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. Community Support Academic Orientation 3C 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.494285714 Community Involvement & External Partners Academic Challenge 2.504285714 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 the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3.004285714 3C-ii 2C-ii 3.014285714 Teachers Students 3.504285714 3.514285714 TRUE FALSE 4.482142857 TRUE 4.492142857 Overall, how effectively does this school connect with the community? My teachers encourage me to do my best. Overall, how effectively does this school connect with the community? My teachers encourage me to do my best. Overall, how effectively does this school connect with the community? Overall, how effectively does this school connect with the community? 2.18 Overall, how effectively does this school connect with the community? 2.19 Overall, how effectively does this school connect with the community? 2.69 Overall, how effectively does this school connect with the community? 2.7 Overall, how effectively does this school connect with the community? 3.19 t-ceng-q4 s-acpr-es1 3.2 4.4 4.41 #N/A 2.18 2.68 2.19 2.69 2.69 3.19 2.7 3.2 3.19 3.69 3.2 3.7 4.4 4.5 4.41 4.51
112 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Academic Orientation 1B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.396666667 Support For Teaching Development & Growth Academic Challenge 2.406666667 Draws on anonymous teacher reports on the quality of professional development. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2.906666667 1B-ii 2C-ii 2.916666667 Teachers Students 3.406666667 3.416666667 TRUE FALSE 4.433333333 TRUE 4.443333333 How often do teachers here work together to plan curriculum and instruction? My teachers ask me to explain my thinking. How often do teachers here work together to plan curriculum and instruction? My teachers ask me to explain my thinking. How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? 2.48 How often do teachers here work together to plan curriculum and instruction? 2.49 How often do teachers here work together to plan curriculum and instruction? 2.99 How often do teachers here work together to plan curriculum and instruction? 3 How often do teachers here work together to plan curriculum and instruction? 3.49 t-coll-q1 s-acpr-es2 3.5 4.5 4.51 #N/A 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.5 4.51
113 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Academic Orientation 1B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.396666667 Support For Teaching Development & Growth Academic Challenge 2.406666667 Draws on anonymous teacher reports on the quality of professional development. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2.906666667 1B-ii 2C-ii 2.916666667 Teachers Students 3.406666667 3.416666667 TRUE FALSE 4.433333333 TRUE 4.443333333 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? My teachers keep helping me until I understand. How hard do teachers here work to coordinate their teaching with instruction at other grade levels? My teachers keep helping me until I understand. 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? 2.48 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 2.49 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 2.99 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 3 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 3.49 t-coll-q2 s-acpr-es3 3.5 4.5 4.51 #N/A 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.5 4.51
114 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Academic Orientation 1B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.396666667 Support For Teaching Development & Growth Academic Challenge 2.406666667 Draws on anonymous teacher reports on the quality of professional development. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2.906666667 1B-ii 2C-ii 2.916666667 Teachers Students 3.406666667 3.416666667 TRUE FALSE 4.433333333 TRUE 4.443333333 How often do teachers here collaborate to make the school run effectively? I get help whenever I feel like I can't do it. How often do teachers here collaborate to make the school run effectively? I get help whenever I feel like I can't do it. How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? 2.48 How often do teachers here collaborate to make the school run effectively? 2.49 How often do teachers here collaborate to make the school run effectively? 2.99 How often do teachers here collaborate to make the school run effectively? 3 How often do teachers here collaborate to make the school run effectively? 3.49 t-coll-q3 s-acpr-es4 3.5 4.5 4.51 #N/A 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.5 4.51
115 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.518888889 Cultural Responsiveness Academic Challenge 2.528888889 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 reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3.028888889 3B-ii 2C-ii 3.038888889 Teachers Students 3.528888889 3.538888889 TRUE 4.477777778 TRUE 4.487777778 How able are you to integrate material from different cultures into your instruction either online or in person?' How much does your teacher encourage you to do your best? How able are you to integrate material from different cultures into your instruction either online or in person?' How much does your teacher encourage you to do your best? How able are you to integrate material from different cultures into your instruction either online or in person?' How much does your teacher encourage you to do your best? How able are you to integrate material from different cultures into your instruction either online or in person?' How much does your teacher encourage you to do your best? 2.68 How able are you to integrate material from different cultures into your instruction either online or in person?' How much does your teacher encourage you to do your best? 2.69 How able are you to integrate material from different cultures into your instruction either online or in person?' How much does your teacher encourage you to do your best? 3.19 How able are you to integrate material from different cultures into your instruction either online or in person?' How much does your teacher encourage you to do your best? 3.2 How able are you to integrate material from different cultures into your instruction either online or in person?' How much does your teacher encourage you to do your best? 3.69 t-cure-q1 s-acpr-q1 3.7 4.5 4.51 X #N/A Q22 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
116 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.518888889 Cultural Responsiveness Academic Challenge 2.528888889 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 reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3.028888889 3B-ii 2C-ii 3.038888889 Teachers Students 3.528888889 3.538888889 TRUE 4.477777778 TRUE 4.487777778 How often do you integrate culturally diverse content into your teaching? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How often do you integrate culturally diverse content into your teaching? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How often do you integrate culturally diverse content into your teaching? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How often do you integrate culturally diverse content into your teaching? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 2.68 How often do you integrate culturally diverse content into your teaching? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 2.69 How often do you integrate culturally diverse content into your teaching? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 3.19 How often do you integrate culturally diverse content into your teaching? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 3.2 How often do you integrate culturally diverse content into your teaching? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 3.69 t-cure-q2 s-acpr-q2 3.7 4.5 4.51 #N/A Q23 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
117 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.518888889 Cultural Responsiveness Academic Challenge 2.528888889 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 reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3.028888889 3B-ii 2C-ii 3.038888889 Teachers Students 3.528888889 3.538888889 TRUE 4.477777778 TRUE 4.487777778 How often do you use teaching strategies to facilitate learning among culturally diverse students? How often does your teacher ask you to explain your answers? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often does your teacher ask you to explain your answers? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often does your teacher ask you to explain your answers? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often does your teacher ask you to explain your answers? 2.68 How often do you use teaching strategies to facilitate learning among culturally diverse students? How often does your teacher ask you to explain your answers? 2.69 How often do you use teaching strategies to facilitate learning among culturally diverse students? How often does your teacher ask you to explain your answers? 3.19 How often do you use teaching strategies to facilitate learning among culturally diverse students? How often does your teacher ask you to explain your answers? 3.2 How often do you use teaching strategies to facilitate learning among culturally diverse students? How often does your teacher ask you to explain your answers? 3.69 t-cure-q3 s-acpr-q3 3.7 4.5 4.51 #N/A Q24 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
118 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.518888889 Cultural Responsiveness Academic Challenge 2.528888889 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 reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3.028888889 3B-ii 2C-ii 3.038888889 Teachers Students 3.528888889 3.538888889 TRUE 4.477777778 TRUE 4.487777778 How motivated are you to integrate culturally diverse content in your classroom? How often does your teacher take time to make sure you understand the material? How motivated are you to integrate culturally diverse content in your classroom? How often does your teacher take time to make sure you understand the material? How motivated are you to integrate culturally diverse content in your classroom? How often does your teacher take time to make sure you understand the material? How motivated are you to integrate culturally diverse content in your classroom? How often does your teacher take time to make sure you understand the material? 2.68 How motivated are you to integrate culturally diverse content in your classroom? How often does your teacher take time to make sure you understand the material? 2.69 How motivated are you to integrate culturally diverse content in your classroom? How often does your teacher take time to make sure you understand the material? 3.19 How motivated are you to integrate culturally diverse content in your classroom? How often does your teacher take time to make sure you understand the material? 3.2 How motivated are you to integrate culturally diverse content in your classroom? How often does your teacher take time to make sure you understand the material? 3.69 t-cure-q4 s-acpr-q4 3.7 4.5 4.51 #N/A Q26 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
119 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.518888889 Curricular Strength & Variety Academic Challenge 2.528888889 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 about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3.028888889 3B-i 2C-ii 3.038888889 Teachers 3.528888889 3.538888889 TRUE 4.477777778 TRUE 4.487777778 Overall, how rigorous is the curriculum that you are expected to teach? How well does your school foster academic challenge for all students? Overall, how rigorous is the curriculum that you are expected to teach? How well does your school foster academic challenge for all students? Overall, how rigorous is the curriculum that you are expected to teach? How well does your school foster academic challenge for all students? Overall, how rigorous is the curriculum that you are expected to teach? How well does your school foster academic challenge for all students? 2.308571429 Overall, how rigorous is the curriculum that you are expected to teach? How well does your school foster academic challenge for all students? 2.318571429 Overall, how rigorous is the curriculum that you are expected to teach? How well does your school foster academic challenge for all students? 2.818571429 Overall, how rigorous is the curriculum that you are expected to teach? How well does your school foster academic challenge for all students? 2.828571429 Overall, how rigorous is the curriculum that you are expected to teach? Not in the 16-17 Surveys 3.318571429 t-curv-q1 t-acch-q1 3.328571429 4.464285714 4.474285714 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
120 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.518888889 Curricular Strength & Variety Academic Challenge 2.528888889 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 about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3.028888889 3B-i 2C-ii 3.038888889 Teachers 3.528888889 3.538888889 TRUE 4.477777778 TRUE 4.487777778 How coherent is the curriculum that you are expected to teach? How effectively does your school challenge students who are struggling academically? How coherent is the curriculum that you are expected to teach? How effectively does your school challenge students who are struggling academically? How coherent is the curriculum that you are expected to teach? How effectively does your school challenge students who are struggling academically? How coherent is the curriculum that you are expected to teach? How effectively does your school challenge students who are struggling academically? 2.308571429 How coherent is the curriculum that you are expected to teach? How effectively does your school challenge students who are struggling academically? 2.318571429 How coherent is the curriculum that you are expected to teach? How effectively does your school challenge students who are struggling academically? 2.818571429 How coherent is the curriculum that you are expected to teach? How effectively does your school challenge students who are struggling academically? 2.828571429 How coherent is the curriculum that you are expected to teach? Not in the 16-17 Surveys 3.318571429 t-curv-q2 t-acch-q2 3.328571429 4.464285714 4.474285714 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
121 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree 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 Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.518888889 Curricular Strength & Variety Academic Challenge 2.528888889 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 about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3.028888889 3B-i 2C-ii 3.038888889 Teachers 3.528888889 3.538888889 TRUE 4.477777778 TRUE 4.487777778 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How effectively does your school challenge students who are thriving academically? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How effectively does your school challenge students who are thriving academically? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How effectively does your school challenge students who are thriving academically? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How effectively does your school challenge students who are thriving academically? 2.308571429 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How effectively does your school challenge students who are thriving academically? 2.318571429 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How effectively does your school challenge students who are thriving academically? 2.818571429 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How effectively does your school challenge students who are thriving academically? 2.828571429 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Not in the 16-17 Surveys 3.318571429 t-curv-q3 t-acch-q3 3.328571429 4.464285714 4.474285714 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
122 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 Facilities & Personnel 3B 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.518888889 Curricular Strength & Variety Physical Space & Materials 2.528888889 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 their access to high-quality materials and facilities. It also includes administrative data on class size. 3.028888889 3B-i 3A-i 3.038888889 Teachers Admin Data 3.528888889 Constructed by MCIEA staff 3.538888889 TRUE 4.477777778 TRUE 4.487777778 How well-rounded is the curriculum that you and your colleagues teach? Average class size How well-rounded is the curriculum that you and your colleagues teach? Average class size How well-rounded is the curriculum that you and your colleagues teach? Average class size How well-rounded is the curriculum that you and your colleagues teach? Average class size 2.308571429 How well-rounded is the curriculum that you and your colleagues teach? Average class size 2.318571429 How well-rounded is the curriculum that you and your colleagues teach? Average class size 2.818571429 How well-rounded is the curriculum that you and your colleagues teach? Average class size 2.828571429 How well-rounded is the curriculum that you and your colleagues teach? Average class size 3.318571429 t-curv-q4 a-reso-i1 3.328571429 X 4.464285714 4.474285714 #N/A 20 number 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.8 4.61 4.81
123 Community & Wellbeing Resources 5 3 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 Arts Facilities & Personnel 5C 3A 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. 2.48 Participation In Creative & Performing Arts Physical Space & Materials 2.49 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. 2.99 5C-i 3A-i 3 Teachers 3.49 3.5 TRUE 4.5 TRUE 4.51 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 adequate is your access to the materials you need to effectively teach? 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 adequate is your access to the materials you need to effectively teach? 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 adequate is your access to the materials you need to effectively teach? 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 adequate is your access to the materials you need to effectively teach? 2.48 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 adequate is your access to the materials you need to effectively teach? 2.49 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 adequate is your access to the materials you need to effectively teach? 2.99 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 adequate is your access to the materials you need to effectively teach? 3 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 adequate is your access to the materials you need to effectively teach? 3.49 t-expa-q2 t-reso-q1 3.5 4.5 4.51 #N/A 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.3 4.25 4.31 4.26
124 Community & Wellbeing Resources 5 3 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 Arts Facilities & Personnel 5C 3A 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. 2.48 Participation In Creative & Performing Arts Physical Space & Materials 2.49 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. 2.99 5C-i 3A-i 3 Teachers 3.49 3.5 TRUE 4.5 TRUE 4.51 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 adequate is your access to the technology you need to effectively teach? 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 adequate is your access to the technology you need to effectively teach? 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 adequate is your access to the technology you need to effectively teach? 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 adequate is your access to the technology you need to effectively teach? 2.48 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 adequate is your access to the technology you need to effectively teach? 2.49 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 adequate is your access to the technology you need to effectively teach? 2.99 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 adequate is your access to the technology you need to effectively teach? 3 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 adequate is your access to the technology you need to effectively teach? 3.49 t-expa-q3 t-reso-q2 3.5 4.5 4.51 #N/A 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.3 4.25 4.31 4.26
125 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Facilities & Personnel 1A 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.756190476 Effective Practices Physical Space & Materials 2.766190476 Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3.266190476 1A-ii 3A-i 3.276190476 Teachers 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 How confident are you in your ability to present material clearly? How adequate is the support you receive for using technology? How confident are you in your ability to present material clearly? How adequate is the support you receive for using technology? How confident are you in your ability to present material clearly? How adequate is the support you receive for using technology? How confident are you in your ability to present material clearly? How adequate is the support you receive for using technology? 2.98 How confident are you in your ability to present material clearly? How adequate is the support you receive for using technology? 2.99 How confident are you in your ability to present material clearly? How adequate is the support you receive for using technology? 3.49 Not in the 17-18 Surveys How adequate is the support you receive for using technology? 3.5 Not in the 16-17 Surveys How adequate is the support you receive for using technology? 3.99 t-ieff-q1 t-reso-q3 4 4.4 4.41 #N/A 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.7 4.25 4.71 4.26
126 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Facilities & Personnel 1A 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.756190476 Effective Practices Physical Space & Materials 2.766190476 Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3.266190476 1A-ii 3A-i 3.276190476 Teachers 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 How confident are you in your ability to identify gaps in student understanding? How sufficient is the physical space for in-school activities? How confident are you in your ability to identify gaps in student understanding? How sufficient is the physical space for in-school activities during the pandemic? How confident are you in your ability to identify gaps in student understanding? How sufficient is the physical space for in-school activities during the pandemic? How confident are you in your ability to identify gaps in student understanding? How sufficient is the physical space for in-school activities during the pandemic? 2.98 How confident are you in your ability to identify gaps in student understanding? How sufficient is the physical space for in-school activities during the pandemic? 2.99 How confident are you in your ability to identify gaps in student understanding? How sufficient is the physical space for school activities? 3.49 Not in the 17-18 Surveys How sufficient is the physical space for school activities? 3.5 Not in the 16-17 Surveys How sufficient is the physical space for school activities? 3.99 t-ieff-q2 t-reso-q4 4 4.4 4.41 #N/A 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.7 4.25 4.71 4.26
127 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Facilities & Personnel 1A 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.756190476 Effective Practices Physical Space & Materials 2.766190476 Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3.266190476 1A-ii 3A-i 3.276190476 Teachers 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 How confident are you in your ability to provide extra help to students who need it? How well-maintained are school facilities? How confident are you in your ability to provide extra help to students who need it? How well-maintained are school facilities during the pandemic? How confident are you in your ability to provide extra help to students who need it? How well-maintained are school facilities during the pandemic? How confident are you in your ability to provide extra help to students who need it? How well-maintained are school facilities during the pandemic? 2.98 How confident are you in your ability to provide extra help to students who need it? How well-maintained are school facilities during the pandemic? 2.99 How confident are you in your ability to provide extra help to students who need it? How well-maintained are school facilities? 3.49 Not in the 17-18 Surveys How well-maintained are school facilities? 3.5 Not in the 16-17 Surveys How well-maintained are school facilities? 3.99 t-ieff-q3 t-reso-q5 4 4.4 4.41 #N/A 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.7 4.25 4.71 4.26
128 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Facilities & Personnel 1A 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.756190476 Effective Practices Content Specialists & Support Staff 2.766190476 Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 3.266190476 1A-ii 3A-ii 3.276190476 Teachers Admin Data 3.766190476 American School Counselor Association (2005) 3.776190476 TRUE 4.504761905 TRUE 4.514761905 How confident are you in your ability to make material interesting for students? Student to guidance counselor ratio (HS only) How confident are you in your ability to make material interesting for students? Student to guidance counselor ratio (HS only) How confident are you in your ability to make material interesting for students? Student to guidance counselor ratio How confident are you in your ability to make material interesting for students? Student to guidance counselor ratio 2.98 How confident are you in your ability to make material interesting for students? Student to guidance counselor ratio 2.99 How confident are you in your ability to make material interesting for students? Student to guidance counselor ratio 3.49 Not in the 17-18 Surveys Student to guidance counselor ratio 3.5 Not in the 16-17 Surveys Student to guidance counselor ratio 3.99 t-ieff-q4 a-sust-i1 4 X 4.4 4.41 #N/A 250 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.9 4.71 4.91
129 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Facilities & Personnel 1B 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.396666667 School Leadership Content Specialists & Support Staff 2.406666667 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 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. 2.906666667 1B-i 3A-ii 2.916666667 Teachers Admin Data 3.406666667 American School Counselor Association (2005) 3.416666667 FALSE TRUE 4.433333333 TRUE 4.443333333 How effectively does your principal communicate a clear vision of teaching and learning? Student to mental health counselor ratio How effectively does your principal communicate a clear vision of teaching and learning? Student to mental health counselor ratio How effectively does your principal communicate a clear vision of teaching and learning? Student to mental health counselor ratio How effectively does your principal communicate a clear vision of teaching and learning? Student to mental health counselor ratio 2.48 How effectively does your principal communicate a clear vision of teaching and learning? Student to mental health counselor ratio 2.49 How effectively does your principal communicate a clear vision of teaching and learning? Student to mental health counselor ratio 2.99 How effectively does your principal communicate a clear vision of teaching and learning? Student to mental health counselor ratio 3 How effectively does your principal communicate a clear vision of teaching and learning? Student to mental health counselor ratio 3.49 t-inle-q1 a-sust-i2 3.5 X 4.5 4.51 #N/A 250 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
130 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Facilities & Personnel 1B 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.396666667 School Leadership Content Specialists & Support Staff 2.406666667 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 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. 2.906666667 1B-i 3A-ii 2.916666667 Teachers Admin Data 3.406666667 NCES, 2007-08 3.416666667 FALSE TRUE 4.433333333 TRUE 4.443333333 How effectively does your principal press teachers to engage in good pedagogical practice? Student to instructional support staff ratio How effectively does your principal press teachers to engage in good pedagogical practice? Student to instructional support staff ratio How effectively does your principal press teachers to engage in good pedagogical practice? Student to instructional support staff ratio How effectively does your principal press teachers to engage in good pedagogical practice? Student to instructional support staff ratio 2.48 How effectively does your principal press teachers to engage in good pedagogical practice? Student to instructional support staff ratio 2.49 How effectively does your principal press teachers to engage in good pedagogical practice? Student to instructional support staff ratio 2.99 How effectively does your principal press teachers to engage in good pedagogical practice? Student to instructional support staff ratio 3 How effectively does your principal press teachers to engage in good pedagogical practice? Student to instructional support staff ratio 3.49 t-inle-q2 a-sust-i3 3.5 X 4.5 4.51 #N/A 43.4 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
131 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Facilities & Personnel 1B 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.396666667 School Leadership Content Specialists & Support Staff 2.406666667 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 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. 2.906666667 1B-i 3A-ii 2.916666667 Teachers Admin Data 3.406666667 Constructed by MCIEA staff 3.416666667 FALSE TRUE 4.433333333 TRUE 4.443333333 How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Student to art teacher ratio How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Student to art teacher ratio How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Student to art teacher ratio How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Student to art teacher ratio 2.48 How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Student to art teacher ratio 2.49 How much does your principal know about what’s going on in teachers’ classrooms ? Student to art teacher ratio 2.99 How much does your principal know about what’s going on in teachers’ classrooms ? Student to art teacher ratio 3 How much does your principal know about what’s going on in teachers’ classrooms ? Student to art teacher ratio 3.49 t-inle-q3 a-sust-i4 3.5 X 4.5 4.51 #N/A 500 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
132 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Facilities & Personnel 1A 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.756190476 Professional Community Content Specialists & Support Staff 2.766190476 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 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. 3.266190476 1A-iii 3A-ii 3.276190476 Teachers Students 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 How many teachers in this school feel responsible for helping each other do their best? 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 many teachers in this school feel responsible for helping each other do their best? 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 many teachers in this school feel responsible for helping each other do their best? 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 many teachers in this school feel responsible for helping each other do their best? 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? 2.98 How many teachers in this school feel responsible for helping each other do their best? 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? 2.99 How many teachers in this school feel responsible for helping each other do their best? 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? 3.49 How many teachers in this school feel responsible for helping each other do their best? 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? 3.5 How many teachers in this school feel responsible for helping each other do their best? 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? 3.99 t-pcom-q1 s-sust-q1 4 4.566666667 4.576666667 X #N/A Q56 2.68 2.33 2.69 2.34 3.19 2.84 3.2 2.85 3.69 3.34 3.7 3.35 4.7 4.25 4.71 4.26
133 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Facilities & Personnel 1A 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.756190476 Professional Community Content Specialists & Support Staff 2.766190476 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 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. 3.266190476 1A-iii 3A-ii 3.276190476 Teachers Students 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 How many teachers in this school take responsibility for improving the school? When you need help learning something, is there an adult at school other than your teacher who can work with you? How many teachers in this school take responsibility for improving the school? When you need help learning something, is there an adult at school other than your teacher who can work with you? How many teachers in this school take responsibility for improving the school? When you need help learning something, is there an adult at school other than your teacher who can work with you? How many teachers in this school take responsibility for improving the school? When you need help learning something, is there an adult at school other than your teacher who can work with you? 2.98 How many teachers in this school take responsibility for improving the school? When you need help learning something, is there an adult at school other than your teacher who can work with you? 2.99 How many teachers in this school take responsibility for improving the school? When you need help learning something, is there an adult at school other than your teacher who can work with you? 3.49 How many teachers in this school take responsibility for improving the school? When you need help learning something, is there an adult at school other than your teacher who can work with you? 3.5 How many teachers in this school take responsibility for improving the school? When you need help learning something, is there an adult at school other than your teacher who can work with you? 3.99 t-pcom-q2 s-sust-q2 4 4.566666667 4.576666667 #N/A Q57 2.68 2.33 2.69 2.34 3.19 2.84 3.2 2.85 3.69 3.34 3.7 3.35 4.7 4.25 4.71 4.26
134 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Facilities & Personnel 1A 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.756190476 Professional Community Content Specialists & Support Staff 2.766190476 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 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. 3.266190476 1A-iii 3A-ii 3.276190476 Teachers 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 This year, how often have you had conversations with your colleagues about what helps students learn? Overall, how effective is the support students receive from non-teaching staff? This year, how often have you had conversations with your colleagues about what helps students learn? Overall, how effective is the support students receive from non-teaching staff? This year, how often have you had conversations with your colleagues about what helps students learn? Overall, how effective is the support students receive from non-teaching staff? This year, how often have you had conversations with your colleagues about what helps students learn? Overall, how effective is the support students receive from non-teaching staff? 2.98 This year, how often have you had conversations with your colleagues about what helps students learn? Overall, how effective is the support students receive from non-teaching staff? 2.99 This year, how often have you had conversations with your colleagues about what helps students learn? Overall, how effective is the support students receive from non-teaching staff? 3.49 This year, how often have you had conversations with your colleagues about what helps students learn? Overall, how effective is the support students receive from non-teaching staff? 3.5 This year, how often have you had conversations with your colleagues about what helps students learn? Overall, how effective is the support students receive from non-teaching staff? 3.99 t-pcom-q3 t-sust-q1 4 4.566666667 4.576666667 #N/A 2.68 2.33 2.69 2.34 3.19 2.84 3.2 2.85 3.69 3.34 3.7 3.35 4.7 4.25 4.71 4.26
135 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Facilities & Personnel 1A 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.756190476 Professional Community Content Specialists & Support Staff 2.766190476 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 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. 3.266190476 1A-iii 3A-ii 3.276190476 Teachers 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 As a faculty, how well do you do talking through views, opinions, and values? How adequate is the number of non-teaching support staff? As a faculty, how well do you do talking through views, opinions, and values? How adequate is the number of non-teaching support staff? As a faculty, how well do you do talking through views, opinions, and values? How adequate is the number of non-teaching support staff? As a faculty, how well do you do talking through views, opinions, and values? How adequate is the number of non-teaching support staff? 2.98 As a faculty, how well do you do talking through views, opinions, and values? How adequate is the number of non-teaching support staff? 2.99 As a faculty, how well do you do talking through views, opinions, and values? How adequate is the number of non-teaching support staff? 3.49 As a faculty, how well do you do talking through views, opinions, and values? How adequate is the number of non-teaching support staff? 3.5 As a faculty, how well do you do talking through views, opinions, and values? How adequate is the number of non-teaching support staff? 3.99 t-pcom-q4 t-sust-q2 4 4.566666667 4.576666667 #N/A 2.68 2.33 2.69 2.34 3.19 2.84 3.2 2.85 3.69 3.34 3.7 3.35 4.7 4.25 4.71 4.26
136 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Facilities & Personnel 1A 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.756190476 Professional Community Content Specialists & Support Staff 2.766190476 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 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. 3.266190476 1A-iii 3A-ii 3.276190476 Teachers 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 This year, how often have you had colleagues observe your classroom? How often are non-teaching support staff available for students with non-academic issues? This year, how often have you had colleagues observe your classroom? How often are non-teaching support staff available either online or in person for students with non-academic issues? This year, how often have you had colleagues observe your classroom? How often are non-teaching support staff available either online or in person for students with non-academic issues? This year, how often have you had colleagues observe your classroom? How often are non-teaching support staff available either online or in person for students with non-academic issues? 2.98 This year, how often have you had colleagues observe your classroom? How often are non-teaching support staff available either online or in person for students with non-academic issues? 2.99 This year, how often have you had colleagues observe your classroom? How often are non-teaching support staff available for students with non-academic issues? 3.49 This year, how often have you had colleagues observe your classroom? How often are non-teaching support staff available for students with non-academic issues? 3.5 This year, how often have you had colleagues observe your classroom? How often are non-teaching support staff available for students with non-academic issues? 3.99 t-pcom-q5 t-sust-q3 4 4.566666667 4.576666667 #N/A 2.68 2.33 2.69 2.34 3.19 2.84 3.2 2.85 3.69 3.34 3.7 3.35 4.7 4.25 4.71 4.26
137 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 Facilities & Personnel 3C 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.494285714 Family-School Relationships Content Specialists & Support Staff 2.504285714 Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents 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. 3.004285714 3C-i 3A-ii 3.014285714 Teachers 3.504285714 3.514285714 TRUE 4.482142857 TRUE 4.492142857 How often do you connect with parents at your school? How often are non-teaching support staff available for students who are struggling academically? How often do you connect with parents at your school? How often are non-teaching support staff available either online or in person for students who are struggling academically? How often do you connect with parents at your school? How often are non-teaching support staff available either online or in person for students who are struggling academically? How often do you connect with parents at your school? How often are non-teaching support staff available either online or in person for students who are struggling academically? 2.18 How often do you connect with parents at your school? How often are non-teaching support staff available either online or in person for students who are struggling academically? 2.19 How often do you connect with parents at your school? How often are non-teaching support staff available for students who are struggling academically? 2.69 How often do you connect with parents at your school? How often are non-teaching support staff available for students who are struggling academically? 2.7 How often do you connect with parents at your school? How often are non-teaching support staff available for students who are struggling academically? 3.19 t-peng-q1 t-sust-q4 3.2 4.4 4.41 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.25 4.41 4.26
138 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 Learning Resources 3C 3B 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. 2.494285714 Family-School Relationships Curricular Strength & Variety 2.504285714 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. 3.004285714 3C-i 3B-i 3.014285714 Teachers Admin Data 3.504285714 Constructed by MCIEA staff 3.514285714 TRUE 4.482142857 TRUE 4.492142857 How involved have parents been in fundraising efforts at your school? Percent graduates completing MassCORE (HS only) How involved have parents been in fundraising efforts at your school? Percent graduates completing MassCORE (HS only) How involved have parents been in fundraising efforts at your school? Percent graduates completing MassCORE (HS only) How involved have parents been in fundraising efforts at your school? Percent graduates completing MassCORE (HS only) 2.18 How involved have parents been in fundraising efforts at your school? Percent graduates completing MassCORE (HS only) 2.19 How involved have parents been in fundraising efforts at your school? Percent graduates completing MassCORE (HS only) 2.69 How involved have parents been in fundraising efforts at your school? Percent graduates completing MassCORE (HS only) 2.7 How involved have parents been in fundraising efforts at your school? Percent graduates completing MassCORE (HS only) 3.19 t-peng-q2 a-curv-i1 3.2 4.4 X 4.41 #N/A 90 percentage 2.18 2.98 2.19 2.99 2.69 3.49 2.7 3.5 3.19 3.99 3.2 4 4.4 4.6 4.41 4.61
139 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support Learning Resources 3C 3B 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. 2.494285714 Family-School Relationships Curricular Strength & Variety 2.504285714 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. 3.004285714 3C-i 3B-i 3.014285714 Teachers Admin Data 3.504285714 Constructed by MCIEA staff 3.514285714 TRUE 4.482142857 TRUE 4.492142857 How involved have parents been with parent groups at your school? Percent juniors and seniors enrolled in one AP (HS only) How involved have parents been with parent groups at your school? Percent juniors and seniors enrolled in one AP (HS only) How involved have parents been with parent groups at your school? Percent juniors and seniors enrolled in one AP (HS only) How involved have parents been with parent groups at your school? Percent juniors and seniors enrolled in one AP (HS only) 2.18 How involved have parents been with parent groups at your school? Percent juniors and seniors enrolled in one AP (HS only) 2.19 How involved have parents been with parent groups at your school? Percent juniors and seniors enrolled in one AP (HS only) 2.69 How involved have parents been with parent groups at your school? Percent juniors and seniors enrolled in one AP (HS only) 2.7 How involved have parents been with parent groups at your school? Percent juniors and seniors enrolled in one AP (HS only) 3.19 t-peng-q3 a-curv-i2 3.2 4.4 X 4.41 #N/A 30 percentage 2.18 2.98 2.19 2.99 2.69 3.49 2.7 3.5 3.19 3.99 3.2 4 4.4 4.6 4.41 4.61
140 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support Learning Resources 3C 3B 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. 2.494285714 Family-School Relationships Curricular Strength & Variety 2.504285714 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. 3.004285714 3C-i 3B-i 3.014285714 Teachers Admin Data 3.504285714 Constructed by MCIEA staff 3.514285714 TRUE 4.482142857 TRUE 4.492142857 How often does the average parent help out at your school? Percent AP test takers scoring 3 or higher (HS only) How often does the average parent help out at your school? Percent AP test takers scoring 3 or higher (HS only) How often does the average parent help out at your school? Percent AP test takers scoring 3 or higher (HS only) How often does the average parent help out at your school? Percent AP test takers scoring 3 or higher (HS only) 2.18 How often does the average parent help out at your school? Percent AP test takers scoring 3 or higher (HS only) 2.19 How often does the average parent help out at your school? Percent AP test takers scoring 3 or higher (HS only) 2.69 How often does the average parent help out at your school? Percent AP test takers scoring 3 or higher (HS only) 2.7 How often does the average parent help out at your school? Percent AP test takers scoring 3 or higher (HS only) 3.19 t-peng-q4 a-curv-i3 3.2 4.4 X 4.41 #N/A 20 percentage 2.18 2.98 2.19 2.99 2.69 3.49 2.7 3.5 3.19 3.99 3.2 4 4.4 4.6 4.41 4.61
141 Community & Wellbeing Resources 5 3 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. Health Learning Resources 5D 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.396666667 Physical Health Curricular Strength & Variety 2.406666667 Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 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. 2.906666667 5D-ii 3B-i 2.916666667 Teachers Admin Data 3.406666667 NCES, 2009 3.416666667 TRUE 4.433333333 TRUE 4.443333333 In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? Percent students of color completing advanced coursework (HS only) In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? Percent students of color completing advanced coursework (HS only) In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? Percent students of color enrolled in advanced coursework (HS only) In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? Percent students of color enrolled in advanced coursework (HS only) 2.33 In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? Percent students of color enrolled in advanced coursework (HS only) 2.34 In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? Percent students of color enrolled in advanced coursework (HS only) 2.84 In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? Percent students of color enrolled in advanced coursework (HS only) 2.85 In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? Percent students of color enrolled in advanced coursework (HS only) 3.34 t-phya-q2 a-curv-i4 3.35 4.25 X 4.26 #N/A 36.4 percentage 2.23 2.98 2.24 2.99 2.74 3.49 2.75 3.5 3.24 3.99 3.25 4 4.3 4.6 4.31 4.61
142 Community & Wellbeing Resources 5 3 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. Health Learning Resources 5D 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.396666667 Physical Health Curricular Strength & Variety 2.406666667 Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 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. 2.906666667 5D-ii 3B-i 2.916666667 Teachers Admin Data 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Student to number of courses ratio (HS only) In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Student to number of courses ratio (HS only) In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Student to number of courses ratio (HS only) In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Student to number of courses ratio (HS only) 2.33 In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Student to number of courses ratio (HS only) 2.34 In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Student to number of courses ratio (HS only) 2.84 In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Student to number of courses ratio (HS only) 2.85 In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Student to number of courses ratio (HS only) 3.34 t-phya-q3 a-curv-i5 3.35 X 4.25 X 4.26 #N/A 5 ratio 2.23 2.98 2.24 2.99 2.74 3.49 2.75 3.5 3.24 3.99 3.25 4 4.3 4.6 4.31 4.61
143 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Learning Resources 1A 3B 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. 2.756190476 Professional Qualifications Curricular Strength & Variety 2.766190476 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 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. 3.266190476 1A-i 3B-i 3.276190476 Teachers Admin Data 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to number of electives ratio (completely free choice) (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to number of electives ratio (completely free choice) (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to number of electives ratio (completely free choice) (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to number of electives ratio (completely free choice) (HS only) 2.98 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to number of electives ratio (completely free choice) (HS only) 2.99 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to number of electives ratio (completely free choice) (HS only) 3.49 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to number of electives ratio (completely free choice) (HS only) 3.5 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to number of electives ratio (completely free choice) (HS only) 3.99 t-prep-q1 a-curv-i6 4 X 4.45 X 4.46 #N/A 2 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
144 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Learning Resources 1A 3B 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. 2.756190476 Professional Qualifications Curricular Strength & Variety 2.766190476 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 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. 3.266190476 1A-i 3B-i 3.276190476 Teachers 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 How prepared are you for teaching the topics that you are expected to teach in your assignment? Overall, how rigorous is the curriculum that you are expected to teach? How prepared are you for teaching the topics that you are expected to teach in your assignment? Overall, how rigorous is the curriculum that you are expected to teach? How prepared are you for teaching the topics that you are expected to teach in your assignment? Overall, how rigorous is the curriculum that you are expected to teach? How prepared are you for teaching the topics that you are expected to teach in your assignment? Overall, how rigorous is the curriculum that you are expected to teach? 2.98 How prepared are you for teaching the topics that you are expected to teach in your assignment? Overall, how rigorous is the curriculum that you are expected to teach? 2.99 How prepared are you for teaching the topics that you are expected to teach in your assignment? Overall, how rigorous is the curriculum that you are expected to teach? 3.49 How prepared are you for teaching the topics that you are expected to teach in your assignment? Overall, how rigorous is the curriculum that you are expected to teach? 3.5 How prepared are you for teaching the topics that you are expected to teach in your assignment? Overall, how rigorous is the curriculum that you are expected to teach? 3.99 t-prep-q2 t-curv-q1 4 4.45 4.46 #N/A 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.7 4.6 4.71 4.61
145 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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 Environment Learning Resources 1A 3B 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. 2.756190476 Professional Qualifications Curricular Strength & Variety 2.766190476 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 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. 3.266190476 1A-i 3B-i 3.276190476 Teachers 3.766190476 3.776190476 TRUE 4.504761905 TRUE 4.514761905 How confident are you in working with the student body at your school? How coherent is the curriculum that you are expected to teach? How confident are you in working with the student body at your school? How coherent is the curriculum that you are expected to teach? How confident are you in working with the student body at your school? How coherent is the curriculum that you are expected to teach? How confident are you in working with the student body at your school? How coherent is the curriculum that you are expected to teach? 2.98 How confident are you in working with the student body at your school? How coherent is the curriculum that you are expected to teach? 2.99 How confident are you in working with the student body at your school? How coherent is the curriculum that you are expected to teach? 3.49 How confident are you in working with the student body at your school? How coherent is the curriculum that you are expected to teach? 3.5 How confident are you in working with the student body at your school? How coherent is the curriculum that you are expected to teach? 3.99 t-prep-q3 t-curv-q2 4 4.45 4.46 #N/A 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.7 4.6 4.71 4.61
146 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Learning Resources 1B 3B 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. 2.396666667 School Leadership Curricular Strength & Variety 2.406666667 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 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. 2.906666667 1B-i 3B-i 2.916666667 Teachers 3.406666667 3.416666667 FALSE TRUE 4.433333333 TRUE 4.443333333 To what extent do you trust your principal at his or her word? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? To what extent do you trust your principal at his or her word? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? To what extent do you trust your principal at his or her word? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? To what extent do you trust your principal at his or her word? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 2.48 To what extent do you trust your principal at his or her word? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 2.49 To what extent do you trust your principal at his or her word? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 2.99 To what extent do you trust your principal at his or her word? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 3 To what extent do you trust your principal at his or her word? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 3.49 t-prtr-q1 t-curv-q3 3.5 4.5 4.51 #N/A 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.5 4.6 4.51 4.61
147 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Learning Resources 1B 3B 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. 2.396666667 School Leadership Curricular Strength & Variety 2.406666667 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 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. 2.906666667 1B-i 3B-i 2.916666667 Teachers 3.406666667 3.416666667 FALSE TRUE 4.433333333 TRUE 4.443333333 At your school, how comfortable are you raising concerns with the principal? How well-rounded is the curriculum that you and your colleagues teach? At your school, how comfortable are you raising concerns with the principal? How well-rounded is the curriculum that you and your colleagues teach? At your school, how comfortable are you raising concerns with the principal? How well-rounded is the curriculum that you and your colleagues teach? At your school, how comfortable are you raising concerns with the principal? How well-rounded is the curriculum that you and your colleagues teach? 2.48 At your school, how comfortable are you raising concerns with the principal? How well-rounded is the curriculum that you and your colleagues teach? 2.49 At your school, how comfortable are you raising concerns with the principal? How well-rounded is the curriculum that you and your colleagues teach? 2.99 At your school, how comfortable are you raising concerns with the principal? How well-rounded is the curriculum that you and your colleagues teach? 3 At your school, how comfortable are you raising concerns with the principal? How well-rounded is the curriculum that you and your colleagues teach? 3.49 t-prtr-q2 t-curv-q4 3.5 4.5 4.51 #N/A 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.5 4.6 4.51 4.61
148 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Learning Resources 1B 3B 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. 2.396666667 School Leadership Cultural Responsiveness 2.406666667 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. 2.906666667 1B-i 3B-ii 2.916666667 Teachers Admin Data 3.406666667 MA DESE, 2019-20, state average 3.416666667 FALSE TRUE 4.433333333 TRUE 4.443333333 How much do you trust your principal to stand up for you in disagreements with parents? Teacher-student parity index: teachers of color/ students of color How much do you trust your principal to stand up for you in disagreements with parents? Teacher-student parity index: teachers of color/ students of color How much do you trust your principal to stand up for you in disagreements with parents? Teacher-student parity index: % teachers of color/% students of color How much do you trust your principal to stand up for you in disagreements with parents? Teacher-student parity index: % teachers of color/% students of color 2.48 How much do you trust your principal to stand up for you in disagreements with parents? Teacher-student parity index: % teachers of color/% students of color 2.49 How much do you trust your principal to stand up for you in disagreements with parents? Teacher-student parity index: % teachers of color/% students of color 2.99 How much do you trust your principal to stand up for you in disagreements with parents? Teacher-student parity index: % teachers of color/% students of color 3 How much do you trust your principal to stand up for you in disagreements with parents? Teacher-student parity index: % teachers of color/% students of color 3.49 t-prtr-q3 a-cure-i1 3.5 4.5 4.51 #N/A 0.26 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.6 4.51 4.61
149 Academic Learning Resources 4 3 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. Critical Thinking Learning Resources 4C 3B 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. 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. 2.18 Problem Solving Emphasis Cultural Responsiveness 2.19 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. 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. 2.69 4C-i 3B-ii 2.7 Teachers Students 3.19 3.2 TRUE 4.4 TRUE 4.41 How often do students at your school come up with their own interpretations of material? In your classes, how often do you see people like you represented in what you study? How often do students at your school come up with their own interpretations of material? In your classes, how often do you see people like you represented in what you study? How often do students at your school come up with their own interpretations of material? In your classes, how often do you see people like you represented in what you study? How often do students at your school come up with their own interpretations of material? In your classes, how often do you see people like you represented in what you study? 2.38 How often do students at your school come up with their own interpretations of material? In your classes, how often do you see people like you represented in what you study? 2.39 How often do students at your school come up with their own interpretations of material? In your classes, how often do you see people like you represented in what you study? 2.89 How often do students at your school come up with their own interpretations of material? In your classes, how often do you see people like you represented in what you study? 2.9 How often do students at your school come up with their own interpretations of material? Not in the 16-17 Surveys 3.39 t-psol-q1 s-cure-q1 3.4 4.4 4.41 #N/A Q129 2.38 2.33 2.39 2.34 2.89 2.84 2.9 2.85 3.39 3.34 3.4 3.35 4.4 4.6 4.41 4.61
150 Academic Learning Resources 4 3 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. Critical Thinking Learning Resources 4C 3B 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. 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. 2.18 Problem Solving Emphasis Cultural Responsiveness 2.19 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. 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. 2.69 4C-i 3B-ii 2.7 Teachers Students 3.19 3.2 TRUE 4.4 TRUE 4.41 How often do students apply ideas they have learned to new situations? In your classes, how often do you see many different kinds of people represented in what you study? How often do students apply ideas they have learned to new situations? In your classes, how often do you see many different kinds of people represented in what you study? How often do students apply ideas they have learned to new situations? In your classes, how often do you see many different kinds of people represented in what you study? How often do students apply ideas they have learned to new situations? In your classes, how often do you see many different kinds of people represented in what you study? 2.38 How often do students apply ideas they have learned to new situations? In your classes, how often do you see many different kinds of people represented in what you study? 2.39 How often do students apply ideas they have learned to new situations? In your classes, how often do you see many different kinds of people represented in what you study? 2.89 How often do students apply ideas they have learned to new situations? In your classes, how often do you see many different kinds of people represented in what you study? 2.9 How often do students apply ideas they have learned to new situations? Not in the 16-17 Surveys 3.39 t-psol-q2 s-cure-q2 3.4 4.4 4.41 #N/A Q130 2.38 2.33 2.39 2.34 2.89 2.84 2.9 2.85 3.39 3.34 3.4 3.35 4.4 4.6 4.41 4.61
151 Academic Learning Resources 4 3 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. Critical Thinking Learning Resources 4C 3B 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. 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. 2.18 Problem Solving Emphasis Cultural Responsiveness 2.19 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. 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. 2.69 4C-i 3B-ii 2.7 Teachers Students 3.19 3.2 TRUE 4.4 TRUE 4.41 How often do students collaborate in class to solve complex problems either online or in person? How valued do you think all students' home cultures and languages are in the school curriculum? How often do students collaborate in class to solve complex problems either online or in person? How valued do you think all students' home cultures and languages are in the school curriculum? How often do students collaborate in class to solve complex problems either online or in person? How valued do you think all students' home cultures and languages are in the school curriculum? How often do students collaborate in class to solve complex problems either online or in person? How valued do you think all students' home cultures and languages are in the school curriculum? 2.38 How often do students collaborate in class to solve complex problems either online or in person? How valued do you think all students' home cultures and languages are in the school curriculum? 2.39 How often do students collaborate in class to solve complex problems? How valued do you think all students' home cultures and languages are in the school curriculum? 2.89 How often do students collaborate in class to solve complex problems? How valued do you think all students' home cultures and languages are in the school curriculum? 2.9 How often do students collaborate in class to solve complex problems? Not in the 16-17 Surveys 3.39 t-psol-q3 s-cure-q3 3.4 4.4 4.41 #N/A Q131 2.38 2.33 2.39 2.34 2.89 2.84 2.9 2.85 3.39 3.34 3.4 3.35 4.4 4.6 4.41 4.61
152 School Culture Resources 2 3 Measures the degree to which 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. Relationships Learning Resources 2B 3B 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 curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.23 Student Sense of Belonging Cultural Responsiveness 2.24 Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the 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. 2.74 2B-i 3B-ii 2.75 Teachers Students 3.24 3.25 TRUE 4.5 TRUE 4.51 How much do students at this school care about each other? How valued do you think your home culture and language are in the school curriculum? How much do students at this school care about each other? How valued do you think your home culture and language are in the school curriculum? How much do students at this school care about each other? How valued do you think your home culture and language are in the school curriculum? How much do students at this school care about each other? How valued do you think your home culture and language are in the school curriculum? 2.23 How much do students at this school care about each other? How valued do you think your home culture and language are in the school curriculum? 2.24 How much do students at this school care about each other? How valued do you think your home culture and language are in the school curriculum? 2.74 How much do students at this school care about each other? How valued do you think your home culture and language are in the school curriculum? 2.75 How much do students at this school care about each other? Not in the 16-17 Surveys 3.24 t-psup-q1 s-cure-q4 3.25 4.5 4.51 X #N/A Q132 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.5 4.6 4.51 4.61
153 School Culture Resources 2 3 Measures the degree to which 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. Relationships Learning Resources 2B 3B 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 curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.23 Student Sense of Belonging Cultural Responsiveness 2.24 Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the 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. 2.74 2B-i 3B-ii 2.75 Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 How often do students at this school help each other learn? How able are you to integrate material from different cultures into your instruction? How often do students at this school help each other learn? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do students at this school help each other learn? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do students at this school help each other learn? How able are you to integrate material from different cultures into your instruction either online or in person?' 2.23 How often do students at this school help each other learn? How able are you to integrate material from different cultures into your instruction either online or in person?' 2.24 How often do students at this school help each other learn? How able are you to integrate material from different cultures into your instruction either online or in person?' 2.74 How often do students at this school help each other learn? How able are you to integrate material from different cultures into your instruction either online or in person?' 2.75 How often do students at this school help each other learn? How able are you to integrate material from different cultures into your instruction either online or in person?' 3.24 t-psup-q2 t-cure-q1 3.25 4.5 4.51 #N/A 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.5 4.6 4.51 4.61
154 School Culture Resources 2 3 Measures the degree to which 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. Relationships Learning Resources 2B 3B 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 curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.23 Student Sense of Belonging Cultural Responsiveness 2.24 Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the 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. 2.74 2B-i 3B-ii 2.75 Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 How well do students at this school get along with each other? How often do you integrate culturally diverse content into your teaching? How well do students at this school get along with each other? How often do you integrate culturally diverse content into your teaching? How well do students at this school get along with each other? How often do you integrate culturally diverse content into your teaching? How well do students at this school get along with each other? How often do you integrate culturally diverse content into your teaching? 2.23 How well do students at this school get along with each other? How often do you integrate culturally diverse content into your teaching? 2.24 How well do students at this school get along with each other? How often do you integrate culturally diverse content into your teaching? 2.74 How well do students at this school get along with each other? How often do you integrate culturally diverse content into your teaching? 2.75 How well do students at this school get along with each other? How often do you integrate culturally diverse content into your teaching? 3.24 t-psup-q3 t-cure-q2 3.25 4.5 4.51 #N/A 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.5 4.6 4.51 4.61
155 School Culture Resources 2 3 Measures the degree to which 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. Relationships Learning Resources 2B 3B 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 curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.23 Student Sense of Belonging Cultural Responsiveness 2.24 Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the 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. 2.74 2B-i 3B-ii 2.75 Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 At this school, how respectful are students to each other? How often do you use teaching strategies to facilitate learning among culturally diverse students? At this school, how respectful are students to each other? How often do you use teaching strategies to facilitate learning among culturally diverse students? At this school, how respectful are students to each other? How often do you use teaching strategies to facilitate learning among culturally diverse students? At this school, how respectful are students to each other? How often do you use teaching strategies to facilitate learning among culturally diverse students? 2.23 At this school, how respectful are students to each other? How often do you use teaching strategies to facilitate learning among culturally diverse students? 2.24 At this school, how respectful are students to each other? How often do you use teaching strategies to facilitate learning among culturally diverse students? 2.74 At this school, how respectful are students to each other? How often do you use teaching strategies to facilitate learning among culturally diverse students? 2.75 At this school, how respectful are students to each other? How often do you use teaching strategies to facilitate learning among culturally diverse students? 3.24 t-psup-q4 t-cure-q3 3.25 4.5 4.51 #N/A 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.5 4.6 4.51 4.61
156 School Culture Resources 2 3 Measures the degree to which 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. Safety Learning Resources 2A 3B 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 curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.23 Student Emotional Safety Cultural Responsiveness 2.24 Draws on anonymous student and teacher reports about the nature of student relationships with each other. 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. 2.74 2A-ii 3B-ii 2.75 Teachers 3.24 3.25 TRUE 4.3 TRUE 4.31 How often are students bullied at school or online? How motivated are you to integrate culturally diverse content in your classroom? How often are students bullied at school or online? How motivated are you to integrate culturally diverse content in your classroom? How often are students bullied at school or online? How motivated are you to integrate culturally diverse content in your classroom? How often are students bullied at school or online? How motivated are you to integrate culturally diverse content in your classroom? 2.78 How often are students bullied at school or online? How motivated are you to integrate culturally diverse content in your classroom? 2.79 How often are students bullied at school? How motivated are you to integrate culturally diverse content in your classroom? 3.29 How often are students bullied at school? How motivated are you to integrate culturally diverse content in your classroom? 3.3 How often are students bullied at school? How motivated are you to integrate culturally diverse content in your classroom? 3.79 t-pvic-q1 t-cure-q4 3.8 X 4.5 4.51 #N/A 2.78 2.33 2.79 2.34 3.29 2.84 3.3 2.85 3.79 3.34 3.8 3.35 4.5 4.6 4.51 4.61
157 School Culture Resources 2 3 Measures the degree to which 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. Safety Learning Resources 2A 3B 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 curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.23 Student Emotional Safety Co-Curricular Activities 2.24 Draws on anonymous student and teacher reports about the nature of student relationships with each other. Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). 2.74 2A-ii 3B-iii 2.75 Teachers Admin Data 3.24 Census 3.25 TRUE 4.3 TRUE 4.31 How often are students bullied because of who they are? Student to co-curricular activities ratio (HS only) How often are students bullied because of who they are? Student to co-curricular activities ratio (HS only) How often are students bullied because of who they are? Student to co-curricular activities ratio (HS only) How often are students bullied because of who they are? Student to co-curricular activities ratio (HS only) 2.78 How often are students bullied because of who they are? Student to co-curricular activities ratio (HS only) 2.79 How often are students bullied because of who they are? Student to co-curricular activities ratio (HS only) 3.29 How often are students bullied because of who they are? Student to co-curricular activities ratio (HS only) 3.3 How often are students bullied because of who they are? Student to co-curricular activities ratio (HS only) 3.79 t-pvic-q2 a-cocu-i1 3.8 X 4.5 X 4.51 #N/A 57 ratio 2.78 2.98 2.79 2.99 3.29 3.49 3.3 3.5 3.79 3.99 3.8 4 4.5 4.6 4.51 4.61
158 School Culture Resources 2 3 Measures the degree to which 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. Safety Community Support 2A 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.23 Student Emotional Safety Family-School Relationships 2.24 Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 2.74 2A-ii 3C-i 2.75 Teachers 3.24 3.25 TRUE 4.3 TRUE 4.31 Overall, how unkind are students to each other? How often do you connect with parents at your school? Overall, how unkind are students to each other? How often do you connect with parents at your school? Overall, how unkind are students to each other? How often do you connect with parents at your school? Overall, how unkind are students to each other? How often do you connect with parents at your school? 2.78 Overall, how unkind are students to each other? How often do you connect with parents at your school? 2.79 Overall, how unkind are students to each other? How often do you connect with parents at your school? 3.29 Overall, how unkind are students to each other? How often do you connect with parents at your school? 3.3 Overall, how unkind are students to each other? How often do you connect with parents at your school? 3.79 t-pvic-q3 t-peng-q1 3.8 4.5 4.51 #N/A 2.78 2.18 2.79 2.19 3.29 2.69 3.3 2.7 3.79 3.19 3.8 3.2 4.5 4.4 4.51 4.41
159 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Community Support 1B 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.396666667 Support For Teaching Development & Growth Family-School Relationships 2.406666667 Draws on anonymous teacher reports on the quality of professional development. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 2.906666667 1B-ii 3C-i 2.916666667 Teachers 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 To what extent has your professional development been connected to the topics you teach? How involved have parents been in fundraising efforts at your school? To what extent has your professional development been connected to the topics you teach? How involved have parents been in fundraising efforts at your school? To what extent has your professional development been connected to the topics you teach? How involved have parents been in fundraising efforts at your school? To what extent has your professional development been connected to the topics you teach? How involved have parents been in fundraising efforts at your school? 2.48 To what extent has your professional development been connected to the topics you teach? How involved have parents been in fundraising efforts at your school? 2.49 To what extent has your professional development been connected to the topics you teach? How involved have parents been in fundraising efforts at your school? 2.99 To what extent has your professional development been connected to the topics you teach? How involved have parents been in fundraising efforts at your school? 3 To what extent has your professional development been connected to the topics you teach? How involved have parents been in fundraising efforts at your school? 3.49 t-qupd-q1 t-peng-q2 3.5 4.5 4.51 #N/A 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 4.41
160 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Community Support 1B 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.396666667 Support For Teaching Development & Growth Family-School Relationships 2.406666667 Draws on anonymous teacher reports on the quality of professional development. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 2.906666667 1B-ii 3C-i 2.916666667 Teachers 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How involved have parents been with parent groups at your school? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How involved have parents been with parent groups at your school? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How involved have parents been with parent groups at your school? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How involved have parents been with parent groups at your school? 2.48 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How involved have parents been with parent groups at your school? 2.49 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How involved have parents been with parent groups at your school? 2.99 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How involved have parents been with parent groups at your school? 3 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How involved have parents been with parent groups at your school? 3.49 t-qupd-q2 t-peng-q3 3.5 4.5 4.51 #N/A 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 4.41
161 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Community Support 1B 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.396666667 Support For Teaching Development & Growth Family-School Relationships 2.406666667 Draws on anonymous teacher reports on the quality of professional development. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 2.906666667 1B-ii 3C-i 2.916666667 Teachers 3.406666667 3.416666667 TRUE 4.433333333 TRUE 4.443333333 To what extent has your professional development included enough time to explore new ideas? How often does the average parent help out at your school? To what extent has your professional development included enough time to explore new ideas? How often does the average parent help out at your school? To what extent has your professional development included enough time to explore new ideas? How often does the average parent help out at your school? To what extent has your professional development included enough time to explore new ideas? How often does the average parent help out at your school? 2.48 To what extent has your professional development included enough time to explore new ideas? How often does the average parent help out at your school? 2.49 To what extent has your professional development included enough time to explore new ideas? How often does the average parent help out at your school? 2.99 To what extent has your professional development included enough time to explore new ideas? How often does the average parent help out at your school? 3 To what extent has your professional development included enough time to explore new ideas? How often does the average parent help out at your school? 3.49 t-qupd-q3 t-peng-q4 3.5 4.5 4.51 #N/A 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 4.41
162 Teachers & Leadership Resources 1 3 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to 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. Leadership Community Support 1B 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.396666667 Support For Teaching Development & Growth Family-School Relationships 2.406666667 Draws on anonymous teacher reports on the quality of professional development. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 2.906666667 1B-ii 3C-i 2.916666667 Teachers Parents 3.406666667 New scale - teacher communication 3.416666667 TRUE 4.433333333 TRUE 4.443333333 Overall, how strong has support for your professional growth been? There are adequate opportunities to meet with my child(ren)'s teacher(s), e.g., parent-teacher conferences? 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? 2.48 Overall, how strong has support for your professional growth been? 2.49 Overall, how strong has support for your professional growth been? 2.99 Overall, how strong has support for your professional growth been? 3 Overall, how strong has support for your professional growth been? 3.49 t-qupd-q4 p-tcom-q1 3.5 4.5 4.51 #N/A Q20 Update survey item ID in qualtrics 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 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. Facilities & Personnel Community Support 3A 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.23 Physical Space & Materials Family-School Relationships 2.24 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 teacher reports about their engagement with parents and leadership opportunities for parents at the school. 2.74 3A-i 3C-i 2.75 Teachers Parents 3.24 New scale - teacher communication 3.25 TRUE 4.5 TRUE 4.51 How adequate is your access to the materials you need to effectively teach? There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)? 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? 2.23 How adequate is your access to the materials you need to effectively teach? 2.24 How adequate is your access to the materials you need to effectively teach? 2.74 How adequate is your access to the materials you need to effectively teach? 2.75 How adequate is your access to the materials you need to effectively teach? 3.24 t-reso-q1 p-tcom-q2 3.25 4.3 4.31 #N/A Q20 Update survey item ID in qualtrics 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.25 4.4 4.26 4.41
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. Facilities & Personnel Community Support 3A 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.23 Physical Space & Materials Family-School Relationships 2.24 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 teacher reports about their engagement with parents and leadership opportunities for parents at the school. 2.74 3A-i 3C-i 2.75 Teachers Parents 3.24 New scale - teacher communication 3.25 TRUE 4.5 TRUE 4.51 How adequate is your access to the technology you need to effectively teach? I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to. 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? 2.23 How adequate is your access to the technology you need to effectively teach? 2.24 How adequate is your access to the technology you need to effectively teach? 2.74 How adequate is your access to the technology you need to effectively teach? 2.75 How adequate is your access to the technology you need to effectively teach? 3.24 t-reso-q2 p-tcom-q3 3.25 4.3 4.31 #N/A Q100 Update survey item ID in qualtrics 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.25 4.4 4.26 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. Facilities & Personnel Community Support 3A 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.23 Physical Space & Materials Community Involvement & External Partners 2.24 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 teacher reports about the degree to which the school is responsive to equity issues in its community. 2.74 3A-i 3C-ii 2.75 Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 How adequate is the support you receive for using technology? How effectively does this school connect with immigrant families, providing translation when necessary? How adequate is the support you receive for using technology? How effectively does this school connect with immigrant families, providing translation when necessary? How adequate is the support you receive for using technology? How effectively does this school connect with immigrant families, providing translation when necessary? How adequate is the support you receive for using technology? How effectively does this school connect with immigrant families, providing translation when necessary? 2.23 How adequate is the support you receive for using technology? How effectively does this school connect with immigrant families, providing translation when necessary? 2.24 How adequate is the support you receive for using technology? How effectively does this school connect with immigrant families, providing translation when necessary? 2.74 How adequate is the support you receive for using technology? How effectively does this school connect with immigrant families, providing translation when necessary? 2.75 How adequate is the support you receive for using technology? How effectively does this school connect with immigrant families, providing translation when necessary? 3.24 t-reso-q3 t-ceng-q1 3.25 4.3 4.31 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.25 4.4 4.26 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. Facilities & Personnel Community Support 3A 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.23 Physical Space & Materials Community Involvement & External Partners 2.24 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 teacher reports about the degree to which the school is responsive to equity issues in its community. 2.74 3A-i 3C-ii 2.75 Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 How sufficient is the physical space for in-school activities during the pandemic? How effectively does this school respond to the needs and values of the surrounding community? How sufficient is the physical space for in-school activities during the pandemic? How effectively does this school respond to the needs and values of the surrounding community? How sufficient is the physical space for in-school activities during the pandemic? How effectively does this school respond to the needs and values of the surrounding community? How sufficient is the physical space for in-school activities during the pandemic? How effectively does this school respond to the needs and values of the surrounding community? 2.23 How sufficient is the physical space for in-school activities during the pandemic? How effectively does this school respond to the needs and values of the surrounding community? 2.24 How sufficient is the physical space for school activities? How effectively does this school respond to the needs and values of the surrounding community? 2.74 How sufficient is the physical space for school activities? How effectively does this school respond to the needs and values of the surrounding community? 2.75 How sufficient is the physical space for school activities? How effectively does this school respond to the needs and values of the surrounding community? 3.24 t-reso-q4 t-ceng-q2 3.25 4.3 4.31 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.25 4.4 4.26 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. Facilities & Personnel Community Support 3A 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.23 Physical Space & Materials Community Involvement & External Partners 2.24 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 teacher reports about the degree to which the school is responsive to equity issues in its community. 2.74 3A-i 3C-ii 2.75 Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 How well-maintained are school facilities during the pandemic? To what extent are all groups of parents represented in the governance of the school? How well-maintained are school facilities during the pandemic? To what extent are all groups of parents represented in the governance of the school? How well-maintained are school facilities during the pandemic? To what extent are all groups of parents represented in the governance of the school? How well-maintained are school facilities during the pandemic? To what extent are all groups of parents represented in the governance of the school? 2.23 How well-maintained are school facilities during the pandemic? To what extent are all groups of parents represented in the governance of the school? 2.24 How well-maintained are school facilities? To what extent are all groups of parents represented in the governance of the school? 2.74 How well-maintained are school facilities? To what extent are all groups of parents represented in the governance of the school? 2.75 How well-maintained are school facilities? To what extent are all groups of parents represented in the governance of the school? 3.24 t-reso-q5 t-ceng-q3 3.25 4.3 4.31 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.25 4.4 4.26 4.41
168 Academic Learning Resources 4 3 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. Performance Community Support 4A 3C 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. 2.48 Overall Performance Community Involvement & External Partners 2.49 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. 2.99 4A-i 3C-ii 3 Teachers 3.49 3.5 TRUE 4.5 TRUE 4.51 Relative to what you know of students this age, how academically able are your students? Overall, how effectively does this school connect with the community? Relative to what you know of students this age, how academically able are your students? Overall, how effectively does this school connect with the community? Relative to what you know of students this age, how academically able are your students? Overall, how effectively does this school connect with the community? Relative to what you know of students this age, how much effort did your students put forth in your class this year? Overall, how effectively does this school connect with the community? 2.396666667 Relative to what you know of students this age, how much effort did your students put forth in your class this year? Overall, how effectively does this school connect with the community? 2.406666667 Relative to what you know of students this age, how much effort did your students put forth in your class this year? Overall, how effectively does this school connect with the community? 2.906666667 Relative to what you know of students this age, how much effort did your students put forth in your class this year? Overall, how effectively does this school connect with the community? 2.916666667 Relative to what you know of students this age, how much effort did your students put forth in your class this year? Overall, how effectively does this school connect with the community? 3.406666667 t-sach-q1 t-ceng-q4 3.416666667 4.566666667 4.576666667 #N/A 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 4.41
169 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Parents Confirmed by 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
170 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Parents confirmed by EFA TRUE TRUE I know how to find important information and news about my child(ren)'s school. p-comm-q2 Q31 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
171 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Parents confirmed by EFA TRUE TRUE In general, when I ask a question, I get a response in a timely fashion. p-comm-q3 Q66 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
172 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Parents confirmed by 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
173 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Parents Confirmed by EFA TRUE TRUE I 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
174 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Parents Confirmed by EFA TRUE TRUE I 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
175 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Parents Confirmed by EFA TRUE TRUE I feel comfortable sharing any concerns with the staff at my child(ren)'s school. p-valm-q3 Q25 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
176 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii Parents Confirmed by EFA TRUE TRUE The staff at my child(ren)'s school value me as a partner in my child's learning. p-valm-q4 Q45 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
177 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Admin Data 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
178 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 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
179 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Teachers TRUE TRUE 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? t-sach-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
180 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Teachers TRUE TRUE If 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
181 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 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
182 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Parents Confirmed by EFA TRUE TRUE My child(ren) are learning 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
183 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Parents Confirmed by EFA TRUE TRUE My child(ren) are 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
184 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Parents Confirmed by EFA TRUE TRUE My child(ren) are 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
185 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i Parents Confirmed by EFA TRUE TRUE My child(ren) are excited to engage in activities and learning at school. p-acpr-q4 Q103 Update survey item ID in qualtrics 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
186 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 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
187 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students TRUE TRUE 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
188 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students TRUE TRUE 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
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. 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
190 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE 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
191 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE I 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
192 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE I 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
193 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE 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
194 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE 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
195 Perceptions of Learning 4 Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students FALSE TRUE There are times when I 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
196 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
197 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Degree Completion Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4B-ii Admin Data 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
198 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
199 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 Student Commitment To Learning 4A 4B 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 students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.48 Overall Performance Degree Completion 2.49 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. Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 2.99 4A-i 4B-ii 3 Teachers Admin Data 3.49 MA DESE, 2019-20 3.5 TRUE 4.5 TRUE 4.51 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? 5-year graduation rate (HS only) 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? 5-year graduation rate (HS only) 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? 5-year graduation rate (HS only) 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? 5-year graduation rate (HS only) 2.396666667 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? 5-year graduation rate (HS only) 2.406666667 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? 5-year graduation rate (HS only) 2.906666667 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? 5-year graduation rate (HS only) 2.916666667 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? 5-year graduation rate (HS only) 3.406666667 t-sach-q2 a-degr-i3 3.416666667 4.566666667 X 4.576666667 #N/A 85 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.4 4.51 4.41
200 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance Critical Thinking 4A 4C 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 whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.48 Overall Performance Problem Solving Emphasis 2.49 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 how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 2.99 4A-i 4C-i 3 Teachers 3.49 3.5 TRUE 4.5 TRUE 4.51 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 do students at your school come up with their own interpretations of 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 do students at your school come up with their own interpretations of 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 do students at your school come up with their own interpretations of 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 do students at your school come up with their own interpretations of material? 2.396666667 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 do students at your school come up with their own interpretations of material? 2.406666667 If an observer sat in on one of your classes for a week, how would she or he rate your students? How often do students at your school come up with their own interpretations of material? 2.906666667 If an observer sat in on one of your classes for a week, how would she or he rate your students? How often do students at your school come up with their own interpretations of material? 2.916666667 If an observer sat in on one of your classes for a week, how would she or he rate your students? How often do students at your school come up with their own interpretations of material? 3.406666667 t-sach-q3 t-psol-q1 3.416666667 4.566666667 4.576666667 #N/A 2.48 2.38 2.49 2.39 2.99 2.89 3 2.9 3.49 3.39 3.5 3.4 4.5 4.4 4.51 4.41
201 Resources Academic Learning 3 4 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Facilities & Personnel Critical Thinking 3A 4C 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 whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.23 Content Specialists & Support Staff Problem Solving Emphasis 2.24 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 about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 2.74 3A-ii 4C-i 2.75 Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 Overall, how effective is the support students receive from non-teaching staff? How often do students apply ideas they have learned to new situations? Overall, how effective is the support students receive from non-teaching staff? How often do students apply ideas they have learned to new situations? Overall, how effective is the support students receive from non-teaching staff? How often do students apply ideas they have learned to new situations? Overall, how effective is the support students receive from non-teaching staff? How often do students apply ideas they have learned to new situations? 2.396666667 Overall, how effective is the support students receive from non-teaching staff? How often do students apply ideas they have learned to new situations? 2.406666667 Overall, how effective is the support students receive from non-teaching staff? How often do students apply ideas they have learned to new situations? 2.906666667 Overall, how effective is the support students receive from non-teaching staff? How often do students apply ideas they have learned to new situations? 2.916666667 Overall, how effective is the support students receive from non-teaching staff? How often do students apply ideas they have learned to new situations? 3.406666667 t-sust-q1 t-psol-q2 3.416666667 4.433333333 4.443333333 #N/A 2.33 2.38 2.34 2.39 2.84 2.89 2.85 2.9 3.34 3.39 3.35 3.4 4.25 4.4 4.26 4.41
202 Resources Academic Learning 3 4 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Facilities & Personnel Critical Thinking 3A 4C 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 whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.23 Content Specialists & Support Staff Problem Solving Emphasis 2.24 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 about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 2.74 3A-ii 4C-i 2.75 Teachers 3.24 3.25 TRUE 4.5 TRUE 4.51 How adequate is the number of non-teaching support staff? How often do students collaborate in class to solve complex problems? How adequate is the number of non-teaching support staff? How often do students collaborate in class to solve complex problems either online or in person? How adequate is the number of non-teaching support staff? How often do students collaborate in class to solve complex problems either online or in person? How adequate is the number of non-teaching support staff? How often do students collaborate in class to solve complex problems either online or in person? 2.396666667 How adequate is the number of non-teaching support staff? How often do students collaborate in class to solve complex problems either online or in person? 2.406666667 How adequate is the number of non-teaching support staff? How often do students collaborate in class to solve complex problems? 2.906666667 How adequate is the number of non-teaching support staff? How often do students collaborate in class to solve complex problems? 2.916666667 How adequate is the number of non-teaching support staff? How often do students collaborate in class to solve complex problems? 3.406666667 t-sust-q2 t-psol-q3 3.416666667 4.433333333 4.443333333 #N/A 2.33 2.38 2.34 2.39 2.84 2.89 2.85 2.9 3.34 3.39 3.35 3.4 4.25 4.4 4.26 4.41
203 Resources Academic Learning 3 4 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Facilities & Personnel Critical Thinking 3A 4C 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 whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.23 Content Specialists & Support Staff Problem Solving Skills 2.24 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 about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 2.74 3A-ii 4C-ii 2.75 Teachers No source 3.24 3.25 TRUE FALSE 4.5 TRUE FALSE 4.51 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? 2.396666667 How often are non-teaching support staff available either online or in person for students with non-academic issues? 2.406666667 How often are non-teaching support staff available for students with non-academic issues? 2.906666667 How often are non-teaching support staff available for students with non-academic issues? 2.916666667 How often are non-teaching support staff available for students with non-academic issues? 3.406666667 t-sust-q3 n/a 3.416666667 4.433333333 4.443333333 #N/A n/a n/a 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.4 4.26 4.41
204 Resources Academic Learning 3 4 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Facilities & Personnel College & Career Readiness 3A 4D 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 students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. 2.23 Content Specialists & Support Staff College & Career Placement 2.24 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. Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation. 2.74 3A-ii 4D-i 2.75 Teachers Admin Data 3.24 NCES, 2016 3.25 TRUE 4.5 TRUE 4.51 How often are non-teaching support staff available either online or in person for students who are struggling academically? Placement in college or career (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? Placement in college or career (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? College enrollment rate (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? College enrollment rate (HS only) 2.396666667 How often are non-teaching support staff available either online or in person for students who are struggling academically? College enrollment rate (HS only) 2.406666667 How often are non-teaching support staff available for students who are struggling academically? College enrollment rate (HS only) 2.906666667 How often are non-teaching support staff available for students who are struggling academically? College enrollment rate (HS only) 2.916666667 How often are non-teaching support staff available for students who are struggling academically? College enrollment rate (HS only) 3.406666667 t-sust-q4 a-cgpr-i1 3.416666667 4.433333333 X 4.443333333 #N/A 65.6 percentage 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.4 4.26 4.41
205 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness 4D Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Career Preparation Tracks student access to career technical education courses. 4D-ii Admin Data Constructed by MCIEA staff TRUE 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
206 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
207 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i Students TRUE TRUE 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
208 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i Students TRUE TRUE 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
209 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i Students TRUE TRUE 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
210 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 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
211 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii Students TRUE TRUE How 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
212 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii Students TRUE TRUE How important is it to you to 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
213 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii Students TRUE TRUE How important is it to you to 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
214 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
215 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
216 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
217 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
218 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
219 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
220 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
221 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
222 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
223 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
224 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Participation In Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-i 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
225 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Participation In Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-i Teachers TRUE TRUE In a typical week at your school, what is the 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
226 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 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
227 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii Students TRUE TRUE 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
228 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii Students TRUE TRUE 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
229 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii Students TRUE TRUE How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? If your friends or family wanted to go to 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
230 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i Students TRUE TRUE 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
231 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
232 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
233 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
234 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
235 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
236 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
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. 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
238 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
239 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
240 No source Scraps The school values my family’s background p-scrp-q3 Q13 Discuss improvements with Maynard DEI
241 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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
242 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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
243 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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
244 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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
245 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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)
246 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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)
247 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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)
248 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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)
249 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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
250 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
251 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
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162
spec/lib/seeder_spec.rb
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@ -1,4 +1,4 @@
require 'rails_helper' require "rails_helper"
require "#{Rails.root}/app/lib/seeder" require "#{Rails.root}/app/lib/seeder"
describe Seeder do describe Seeder do
@ -8,58 +8,58 @@ describe Seeder do
DatabaseCleaner.clean DatabaseCleaner.clean
end end
context 'academic years' do context "academic years" do
it 'seeds new academic years' do it "seeds new academic years" do
expect do expect do
seeder.seed_academic_years '2020-21', '2021-22', '2022-23' seeder.seed_academic_years "2020-21", "2021-22", "2022-23"
end.to change { AcademicYear.count }.by(3) end.to change { AcademicYear.count }.by(3)
expect(AcademicYear.all.map(&:range)).to eq %w[2020-21 2021-22 2022-23] expect(AcademicYear.all.map(&:range)).to eq %w[2020-21 2021-22 2022-23]
end end
context 'when partial data already exists' do context "when partial data already exists" do
before { create(:academic_year, range: '2020-21') } before { create(:academic_year, range: "2020-21") }
it 'only creates new data' do it "only creates new data" do
expect do expect do
seeder.seed_academic_years '2020-21', '2021-22' seeder.seed_academic_years "2020-21", "2021-22"
end.to change { AcademicYear.count }.by(1) end.to change { AcademicYear.count }.by(1)
end end
end end
end end
context 'districts and schools' do context "districts and schools" do
before(:each) do before(:each) do
District.delete_all District.delete_all
School.delete_all School.delete_all
end end
it 'seeds new districts and schools' do it "seeds new districts and schools" do
expect do expect do
seeder.seed_districts_and_schools sample_districts_and_schools_csv seeder.seed_districts_and_schools sample_districts_and_schools_csv
end.to change { District.count }.by(3) end.to change { District.count }.by(3)
.and change { School.count }.by(4) .and change { School.count }.by(4)
high_school = School.find_by_dese_id 160_505 high_school = School.find_by_dese_id 160_505
expect(high_school.name).to eq 'Attleboro High School' expect(high_school.name).to eq "Attleboro High School"
expect(high_school.is_hs).to be true expect(high_school.is_hs).to be true
elementary_school = School.find_by_dese_id 350_302 elementary_school = School.find_by_dese_id 350_302
expect(elementary_school.name).to eq 'Samuel Adams Elementary School' expect(elementary_school.name).to eq "Samuel Adams Elementary School"
expect(elementary_school.is_hs).to be false expect(elementary_school.is_hs).to be false
end end
context 'when partial data already exists' do context "when partial data already exists" do
let!(:existing_district) { create(:district, name: 'Boston') } let!(:existing_district) { create(:district, name: "Boston") }
let!(:removed_school) do let!(:removed_school) do
create(:school, name: 'John Oldest Academy', dese_id: 12_345, district: existing_district) create(:school, name: "John Oldest Academy", dese_id: 12_345, district: existing_district)
end end
let!(:removed_survey_item_response) { create(:survey_item_response, school: removed_school) } let!(:removed_survey_item_response) { create(:survey_item_response, school: removed_school) }
let!(:existing_school) do let!(:existing_school) do
create(:school, name: 'Sam Adams Elementary School', dese_id: 350_302, slug: 'some-slug-for-sam-adams', create(:school, name: "Sam Adams Elementary School", dese_id: 350_302, slug: "some-slug-for-sam-adams",
district: existing_district) district: existing_district)
end end
it 'only creates new districts and schools' do it "only creates new districts and schools" do
expect do expect do
seeder.seed_districts_and_schools sample_districts_and_schools_csv seeder.seed_districts_and_schools sample_districts_and_schools_csv
end.to change { District.count }.by(2) end.to change { District.count }.by(2)
@ -67,30 +67,30 @@ describe Seeder do
School.count School.count
}.by(2) # +2 for schools added from example csv, -1 for old school }.by(2) # +2 for schools added from example csv, -1 for old school
new_district = District.find_by_name 'Attleboro' new_district = District.find_by_name "Attleboro"
expect(new_district.qualtrics_code).to eq 1 expect(new_district.qualtrics_code).to eq 1
expect(new_district.slug).to eq 'attleboro' expect(new_district.slug).to eq "attleboro"
new_school = School.find_by_name 'Attleboro High School' new_school = School.find_by_name "Attleboro High School"
expect(new_school.dese_id).to eq 160_505 expect(new_school.dese_id).to eq 160_505
expect(new_school.qualtrics_code).to eq 1 expect(new_school.qualtrics_code).to eq 1
expect(new_school.slug).to eq 'attleboro-high-school' expect(new_school.slug).to eq "attleboro-high-school"
end end
it 'updates existing districts and schools with the correct data' do it "updates existing districts and schools with the correct data" do
seeder.seed_districts_and_schools sample_districts_and_schools_csv seeder.seed_districts_and_schools sample_districts_and_schools_csv
existing_district.reload existing_district.reload
expect(existing_district.qualtrics_code).to eq 2 expect(existing_district.qualtrics_code).to eq 2
expect(existing_district.slug).to eq 'boston' expect(existing_district.slug).to eq "boston"
existing_school.reload existing_school.reload
expect(existing_school.qualtrics_code).to eq 1 expect(existing_school.qualtrics_code).to eq 1
expect(existing_school.name).to eq 'Samuel Adams Elementary School' expect(existing_school.name).to eq "Samuel Adams Elementary School"
expect(existing_school.slug).to eq 'some-slug-for-sam-adams' expect(existing_school.slug).to eq "some-slug-for-sam-adams"
end end
it 'removes any schools and associated child objects not contained within the CSV' do it "removes any schools and associated child objects not contained within the CSV" do
seeder.seed_districts_and_schools sample_districts_and_schools_csv seeder.seed_districts_and_schools sample_districts_and_schools_csv
expect(School.where(id: removed_school)).not_to exist expect(School.where(id: removed_school)).not_to exist
@ -142,123 +142,123 @@ describe Seeder do
# end # end
# end # end
context 'admin data items' do context "admin data items" do
context 'when deprecated admin items exist in the database' do context "when deprecated admin items exist in the database" do
before :each do before :each do
admin_data_item_1 = create(:admin_data_item, admin_data_item_id: 'a-cppm-i1') admin_data_item_1 = create(:admin_data_item, admin_data_item_id: "a-cppm-i1")
create(:admin_data_value, admin_data_item_id: admin_data_item_1.id) create(:admin_data_value, admin_data_item_id: admin_data_item_1.id)
admin_data_item_2 = create(:admin_data_item, admin_data_item_id: 'a-ovpe-i2') admin_data_item_2 = create(:admin_data_item, admin_data_item_id: "a-ovpe-i2")
create(:admin_data_value, admin_data_item_id: admin_data_item_2.id) create(:admin_data_value, admin_data_item_id: admin_data_item_2.id)
admin_data_item_3 = create(:admin_data_item, admin_data_item_id: 'a-phys-i2') admin_data_item_3 = create(:admin_data_item, admin_data_item_id: "a-phys-i2")
create(:admin_data_value, admin_data_item_id: admin_data_item_3.id) create(:admin_data_value, admin_data_item_id: admin_data_item_3.id)
seeder.seed_sqm_framework sample_sqm_framework_csv seeder.seed_sqm_framework sample_sqm_framework_csv
end end
it 'removes the outdated admin items' do it "removes the outdated admin items" do
expect(AdminDataItem.count).to eq 31 expect(AdminDataItem.count).to eq 31
expect(AdminDataItem.find_by_admin_data_item_id('a-cppm-i1').nil?).to eq true expect(AdminDataItem.find_by_admin_data_item_id("a-cppm-i1").nil?).to eq true
expect(AdminDataItem.find_by_admin_data_item_id('a-ovpe-i2').nil?).to eq true expect(AdminDataItem.find_by_admin_data_item_id("a-ovpe-i2").nil?).to eq true
expect(AdminDataItem.find_by_admin_data_item_id('a-phys-i2').nil?).to eq true expect(AdminDataItem.find_by_admin_data_item_id("a-phys-i2").nil?).to eq true
end end
end end
end end
context 'the sqm framework' do context "the sqm framework" do
before do before do
school_culture_category = create(:category, category_id: '2', sort_index: -1) school_culture_category = create(:category, category_id: "2", sort_index: -1)
safety_subcategory = create(:subcategory, subcategory_id: '2A', category: school_culture_category) safety_subcategory = create(:subcategory, subcategory_id: "2A", category: school_culture_category)
physical_safety_measure = create(:measure, measure_id: '2A-i', subcategory: safety_subcategory) physical_safety_measure = create(:measure, measure_id: "2A-i", subcategory: safety_subcategory)
student_physical_safety_scale = create(:scale, scale_id: 's-phys', measure: physical_safety_measure) student_physical_safety_scale = create(:scale, scale_id: "s-phys", measure: physical_safety_measure)
create(:survey_item, survey_item_id: 's-phys-q1', scale: student_physical_safety_scale) create(:survey_item, survey_item_id: "s-phys-q1", scale: student_physical_safety_scale)
admin_physical_safety_scale = create(:scale, scale_id: 'a-phys', measure: physical_safety_measure) admin_physical_safety_scale = create(:scale, scale_id: "a-phys", measure: physical_safety_measure)
create(:admin_data_item, admin_data_item_id: 'a-phys-i1', scale: admin_physical_safety_scale) create(:admin_data_item, admin_data_item_id: "a-phys-i1", scale: admin_physical_safety_scale)
end end
it 'creates new objects as necessary' do it "creates new objects as necessary" do
expect do expect do
seeder.seed_sqm_framework sample_sqm_framework_csv seeder.seed_sqm_framework sample_sqm_framework_csv
end.to change { Category.count }.by(4) end.to change { Category.count }.by(4)
.and change { Subcategory.count }.by(15) .and change { Subcategory.count }.by(15)
.and change { Measure.count }.by(31).and change { .and change { Measure.count }.by(31).and change {
Scale.count Scale.count
}.by(51) }.by(57)
.and change { .and change {
SurveyItem.count SurveyItem.count
}.by(136) }.by(201)
.and change { .and change {
AdminDataItem.count AdminDataItem.count
}.by(30) }.by(30)
end end
context 'updates records to match given data' do context "updates records to match given data" do
before :each do before :each do
seeder.seed_sqm_framework sample_sqm_framework_csv seeder.seed_sqm_framework sample_sqm_framework_csv
end end
it 'updates category data' do it "updates category data" do
teachers_leadership = Category.find_by_name 'Teachers & Leadership' teachers_leadership = Category.find_by_name "Teachers & Leadership"
expect(teachers_leadership.slug).to eq 'teachers-and-leadership' expect(teachers_leadership.slug).to eq "teachers-and-leadership"
expect(teachers_leadership.description).to eq("Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.") expect(teachers_leadership.description).to eq("Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.")
expect(teachers_leadership.short_description).to eq "Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals." expect(teachers_leadership.short_description).to eq "Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals."
end end
it 'updates category sort index to match a predefined order' do it "updates category sort index to match a predefined order" do
teachers_leadership = Category.find_by_name 'Teachers & Leadership' teachers_leadership = Category.find_by_name "Teachers & Leadership"
school_culture = Category.find_by_name 'School Culture' school_culture = Category.find_by_name "School Culture"
expect(teachers_leadership.sort_index).to eq 0 expect(teachers_leadership.sort_index).to eq 0
expect(school_culture.sort_index).to eq 1 expect(school_culture.sort_index).to eq 1
end end
it 'updates subcategory data' do it "updates subcategory data" do
subcategory = Subcategory.find_by_name 'Safety' subcategory = Subcategory.find_by_name "Safety"
expect(subcategory.description).to eq '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.' expect(subcategory.description).to eq "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."
end end
it 'updates measure data' do it "updates measure data" do
measure = Measure.find_by_measure_id '2A-i' measure = Measure.find_by_measure_id "2A-i"
expect(measure.name).to eq 'Student Physical Safety' expect(measure.name).to eq "Student Physical Safety"
expect(measure.description).to eq '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.' expect(measure.description).to eq "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."
end end
it 'updates scale references' do it "updates scale references" do
scale = Scale.find_by_scale_id 't-pcom' scale = Scale.find_by_scale_id "t-pcom"
measure = Measure.find_by_measure_id '1A-iii' measure = Measure.find_by_measure_id "1A-iii"
survey_item = SurveyItem.find_by_survey_item_id 't-pcom-q1' survey_item = SurveyItem.find_by_survey_item_id "t-pcom-q1"
expect(scale.measure).to eq measure expect(scale.measure).to eq measure
expect(scale.survey_items).to include survey_item expect(scale.survey_items).to include survey_item
end end
it 'does not overwrite the survey item benchmarks with admin data benchmarks' do it "does not overwrite the survey item benchmarks with admin data benchmarks" do
survey_item = SurveyItem.find_by_survey_item_id 't-prep-q1' survey_item = SurveyItem.find_by_survey_item_id "t-prep-q1"
expect(survey_item.approval_low_benchmark).to eq 3.5 expect(survey_item.approval_low_benchmark).to eq 3.5
end end
it 'updates survey item data' do it "updates survey item data" do
survey_item = SurveyItem.find_by_survey_item_id 's-phys-q1' survey_item = SurveyItem.find_by_survey_item_id "s-phys-q1"
expect(survey_item.prompt).to eq 'How often do you worry about violence at your school?' expect(survey_item.prompt).to eq "How often do you worry about violence at your school?"
expect(survey_item.watch_low_benchmark).to eq 2.79 expect(survey_item.watch_low_benchmark).to eq 2.79
expect(survey_item.growth_low_benchmark).to eq 3.3 expect(survey_item.growth_low_benchmark).to eq 3.3
expect(survey_item.approval_low_benchmark).to eq 3.8 expect(survey_item.approval_low_benchmark).to eq 3.8
expect(survey_item.ideal_low_benchmark).to eq 4.51 expect(survey_item.ideal_low_benchmark).to eq 4.51
expect(survey_item.on_short_form).to eq false expect(survey_item.on_short_form).to eq false
short_form_item = SurveyItem.find_by_survey_item_id 's-peff-q6' short_form_item = SurveyItem.find_by_survey_item_id "s-peff-q6"
expect(short_form_item.on_short_form).to eq true expect(short_form_item.on_short_form).to eq true
end end
it 'updates admin data item data' do it "updates admin data item data" do
admin_data_item = AdminDataItem.find_by_admin_data_item_id 'a-phys-i1' admin_data_item = AdminDataItem.find_by_admin_data_item_id "a-phys-i1"
expect(admin_data_item.watch_low_benchmark).to eq 2.99 expect(admin_data_item.watch_low_benchmark).to eq 2.99
expect(admin_data_item.growth_low_benchmark).to eq 3.5 expect(admin_data_item.growth_low_benchmark).to eq 3.5
expect(admin_data_item.approval_low_benchmark).to eq 4 expect(admin_data_item.approval_low_benchmark).to eq 4
expect(admin_data_item.ideal_low_benchmark).to eq 4.71 expect(admin_data_item.ideal_low_benchmark).to eq 4.71
expect(admin_data_item.description).to eq 'Percent of students suspended' expect(admin_data_item.description).to eq "Percent of students suspended"
expect(admin_data_item.hs_only_item).to be false expect(admin_data_item.hs_only_item).to be false
hs_admin_data_item = AdminDataItem.find_by_admin_data_item_id 'a-curv-i1' hs_admin_data_item = AdminDataItem.find_by_admin_data_item_id "a-curv-i1"
expect(hs_admin_data_item.hs_only_item).to be true expect(hs_admin_data_item.hs_only_item).to be true
end end
end end
@ -267,10 +267,10 @@ describe Seeder do
private private
def sample_districts_and_schools_csv def sample_districts_and_schools_csv
Rails.root.join('spec', 'fixtures', 'sample_districts_and_schools.csv') Rails.root.join("spec", "fixtures", "sample_districts_and_schools.csv")
end end
def sample_sqm_framework_csv def sample_sqm_framework_csv
Rails.root.join('spec', 'fixtures', 'sample_sqm_framework.csv') Rails.root.join("spec", "fixtures", "sample_sqm_framework.csv")
end end
end end

72
spec/models/report/subcategory_spec.rb
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@ -1,8 +1,8 @@
require 'rails_helper' require "rails_helper"
RSpec.describe Report::Subcategory, type: :model do RSpec.describe Report::Subcategory, type: :model do
let(:school) { create(:school, name: 'Milford High', slug: 'milford-high') } let(:school) { create(:school, name: "Milford High", slug: "milford-high") }
let(:academic_year) { create(:academic_year, range: '2018-2019') } let(:academic_year) { create(:academic_year, range: "2018-2019") }
let(:subcategory) { create(:subcategory, subcategory_id: '1A') } let(:subcategory) { create(:subcategory, subcategory_id: "1A") }
let(:respondent) { create(:respondent, school:, academic_year:) } let(:respondent) { create(:respondent, school:, academic_year:) }
before :each do before :each do
school school
@ -14,64 +14,68 @@ RSpec.describe Report::Subcategory, type: :model do
let(:scale) { create(:scale, measure:) } let(:scale) { create(:scale, measure:) }
let(:survey_item) { create(:student_survey_item, scale:) } let(:survey_item) { create(:student_survey_item, scale:) }
context 'when creating a report for a subcategory' do context "when creating a report for a subcategory" do
before :each do before :each do
create_list(:survey_item_response, 10, survey_item:, school:, academic_year:) create_list(:survey_item_response, 10, survey_item:, school:, academic_year:)
end end
it 'creates a report for subcategories' do it "creates a report for subcategories with the correct headers" do
expect(Report::Subcategory.create_report).to be_a(Array) report = Report::Subcategory.create_report
headers = Report::Subcategory.create_report.first csv = CSV.parse(report, headers: true)
expect(headers).to eq(['District', 'School', 'School Code', 'Academic Year', 'Recorded Date Range', 'Grades', 'Subcategory', 'Student Score', headers = csv.headers
'Student Zone', 'Teacher Score', 'Teacher Zone', 'Admin Score', 'Admin Zone', 'All Score (Average)', 'All Score Zone']) expect(headers).to be_a(Array)
expect(headers).to eq(["District", "School", "School Code", "Academic Year", "Recorded Date Range", "Grades", "Subcategory", "Student Score",
"Student Zone", "Teacher Score", "Teacher Zone", "Admin Score", "Admin Zone", "All Score (Average)", "All Score Zone"])
end end
it 'Adds information about the first school and first academic year to the report' do it "Adds information about the first school and first academic year to the report" do
report = Report::Subcategory.create_report report = Report::Subcategory.create_report
report[1] in [district, school_name, school_code, academic_year, recorded_date_range, grades, subcategory_id, *] csv = CSV.parse(report, headers: true)
expect(school_name).to eq('Milford High') csv.first in [district, school_name, school_code, academic_year, recorded_date_range, grades, subcategory_id, *]
expect(academic_year).to eq('2018-2019') expect(school_name).to eq("Milford High")
expect(subcategory_id).to eq('1A') expect(academic_year).to eq("2018-2019")
expect(subcategory_id).to eq("1A")
end end
end end
describe '.create_report' do describe ".create_report" do
before do before do
allow(Report::Subcategory).to receive(:write_csv) allow(Report::Subcategory).to receive(:write_csv)
end end
it 'generates a CSV report' do it "generates a CSV report" do
expect(FileUtils).to receive(:mkdir_p).with(Rails.root.join('tmp', 'reports')) expect(FileUtils).to receive(:mkdir_p).with(Rails.root.join("tmp", "reports"))
Report::Subcategory.create_report Report::Subcategory.create_report
expect(Report::Subcategory).to have_received(:write_csv) expect(Report::Subcategory).to have_received(:write_csv)
end end
end
describe ".write_csv" do
it "writes the data to a CSV file" do
data = [["School", "Academic Year", "Subcategory"], ["School A", "2022-2023", "Category A"]]
it 'returns the report data' do csv = CSV.generate do |csv|
data = Report::Subcategory.create_report data.each do |row|
csv << row
end
end
expect(data).to be_an(Array) filepath = Rails.root.join("tmp", "spec", "reports", "subcategories.csv")
end
end
describe '.write_csv' do
it 'writes the data to a CSV file' do
data = [['School', 'Academic Year', 'Subcategory'], ['School A', '2022-2023', 'Category A']]
filepath = Rails.root.join('tmp', 'spec', 'reports', 'subcategories.csv')
FileUtils.mkdir_p Rails.root.join('tmp', 'spec', 'reports') FileUtils.mkdir_p Rails.root.join("tmp", "spec", "reports")
Report::Subcategory.write_csv(data:, filepath:) Report::Subcategory.write_csv(csv:, filepath:)
csv_data = File.read(filepath) csv_data = File.read(filepath)
expect(csv_data).to include('School,Academic Year,Subcategory') expect(csv_data).to include("School,Academic Year,Subcategory")
expect(csv_data).to include('School A,2022-2023,Category A') expect(csv_data).to include("School A,2022-2023,Category A")
end end
end end
describe '.student_score' do describe ".student_score" do
let(:response_rate) { create(:response_rate, subcategory:, school:, academic_year:) } let(:response_rate) { create(:response_rate, subcategory:, school:, academic_year:) }
let(:row) { [response_rate, subcategory, school, academic_year] } let(:row) { [response_rate, subcategory, school, academic_year] }
it 'returns student score if response rate meets student threshold' do it "returns student score if response rate meets student threshold" do
allow(subcategory).to receive(:student_score).and_return(80) allow(subcategory).to receive(:student_score).and_return(80)
allow(response_rate).to receive(:meets_student_threshold?).and_return(true) allow(response_rate).to receive(:meets_student_threshold?).and_return(true)
@ -85,7 +89,7 @@ RSpec.describe Report::Subcategory, type: :model do
score = Report::Subcategory.student_score(row:) score = Report::Subcategory.student_score(row:)
expect(score).to eq('N/A') expect(score).to eq("N/A")
end end
end end
end end

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