sqm-dashboards/data/legacy/AY2020-21_measure_items.csv

1	Category20	Category19	Category18	Category17	qid2019	qid2017	scale_code	Survey Number	Category Name	Category Question	Sub-Category	Sub-Category Question	Scale	Scale Question	Sub-Scale (for Qualtrics)	Audience	Home Version	Form	Short Form Version?	Reverse?	Survey Item	Previous text (for 19-20 edited items)	1	2	3	4	5	Improvement Step	Warning High	Watch Low	Watch High	Growth Low	Growth High	Approval Low	Approval High	Ideal Low
2	1-B-i	1-A-iii	1-A-iii	1-B-i	t-pcom-q1	t1biq1	t-pcom		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-iii Professional community	How do the working conditions and professional relationships support teachers to do their job effectively?	Professional community	Teachers					How many teachers in this school feel responsible for helping each other do their best?		None	Some	About half	Most	Nearly all	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.70	4.71
3	1-B-i	1-A-iii	1-A-iii	1-B-i	t-pcom-q2	t1biq2	t-pcom		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-iii Professional community	How do the working conditions and professional relationships support teachers to do their job effectively?	Professional community	Teachers					How many teachers in this school take responsibility for improving the school?		None	Some	About half	Most	Nearly all	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.70	4.71
4	1-B-i	1-A-iii	1-A-iii	1-B-i	t-pcom-q3	t1biq5	t-pcom		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-iii Professional community	How do the working conditions and professional relationships support teachers to do their job effectively?	Professional community	Teachers					This year, how often have you had conversations with your colleagues about what helps students learn?		Never	Less than once a month	Two or three times a month	Once or twice a week	Almost daily	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.70	4.71
5	1-B-i	1-A-iii	1-A-iii	1-B-i	t-pcom-q4	t1biq6	t-pcom		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-iii Professional community	How do the working conditions and professional relationships support teachers to do their job effectively?	Professional community	Teachers					As a faculty, how well do you do talking through views, opinions, and values?		Not at all well	Slightly well	Somewhat well	Quite well	Tremendously well	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.70	4.71
6	1-B-i	1-A-iii	1-A-iii	1-B-i	t-pcom-q5	t1biq7	t-pcom		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-iii Professional community	How do the working conditions and professional relationships support teachers to do their job effectively?	Professional community	Teachers					This year, how often have you had colleagues observe your classroom?		Never	Once	Two or three times	Four or five times	More than five times	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.70	4.71
7	1-A-i	1-A-i	1-A-i	1-A-i	t-prep-q3	t1aiq3	t-prep		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-i Professional Qualifications	How well prepared are teachers to deliver high quality instruction to students?	Professional preparation	Teachers					How confident are you in working with the student body at your school?		Not at all confident	Slightly confident	Somewhat confident	Mostly confident	Extremely confident	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
8	1-A-i	1-A-i	1-A-i	1-A-i	t-prep-q1	t1aiq1	t-prep		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-i Professional Qualifications	How well prepared are teachers to deliver high quality instruction to students?	Professional preparation	Teachers					Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?		Not at all comfortable	Slightly comfortable	Somewhat comfortable	Mostly comfortable	Extremely comfortable	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
9	1-A-i	1-A-i	1-A-i	1-A-i	t-prep-q2	t1aiq2	t-prep		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-i Professional Qualifications	How well prepared are teachers to deliver high quality instruction to students?	Professional preparation	Teachers					How prepared are you for teaching the topics that you are expected to teach in your assignment?		Not prepared at all	Slightly prepared	Somewhat prepared	Mostly prepared	Thoroughly prepared	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
10	1-A-ii	1-A-ii	1-A-ii	1-A-ii	s-peff-q1	s1aiiq1	s-peff		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-ii Effective practices	How well does teacher pedagogy align with their students’ learning needs?	Pedagogical effectiveness (general teacher and subject teacher)	Students	B	A1	Y		Overall, how much have you learned from your [science/math/English/social studies] teacher?		Almost nothing	A little bit	Some	Quite a bit	An incredible amount	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
11	1-A-ii	1-A-ii	1-A-ii	1-A-ii	s-peff-q2	s1aiiq2	s-peff		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-ii Effective practices	How well does teacher pedagogy align with their students’ learning needs?	Pedagogical effectiveness (general teacher and subject teacher)	Students	B	A1			For this class, how clearly does your [science/math/English/social studies] teacher present the information that you need to learn?		Not at all clearly	A little bit clearly	Somewhat	Quite clearly	Extremely clearly	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
12	1-A-ii	1-A-ii	1-A-ii	1-A-ii	s-peff-q3	s1aiiq3	s-peff		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-ii Effective practices	How well does teacher pedagogy align with their students’ learning needs?	Pedagogical effectiveness (general teacher and subject teacher)	Students	B	A1			When you need extra help, how good is your [science/math/English/social studies] teacher at giving you that help?		Not at all good	Slightly good	Somewhat good	Quite good	Extremely good	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
13	1-A-ii	1-A-ii	1-A-ii	1-A-ii	s-peff-q4	s1aiiq5	s-peff		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-ii Effective practices	How well does teacher pedagogy align with their students’ learning needs?	Pedagogical effectiveness (general teacher and subject teacher)	Students	B	A1			How well can your[science/math/English/social studies] teacher tell whether or not you understand a topic?		Not at all well	A little well	Somewhat well	Quite well	Extremely well	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
14	1-A-ii	1-A-ii	1-A-ii	1-A-ii	s-peff-q5	s1aiiq6	s-peff		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-ii Effective practices	How well does teacher pedagogy align with their students’ learning needs?	Pedagogical effectiveness (general teacher and subject teacher)	Students	B	A1			How interesting does your [science/math/English/social studies] teacher make the things you are learning?		Not at all interesting	A little interesting	Somewhat interesting	Quite interesting	Extremely interesting	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
15	1-A-ii	1-A-ii	1-A-ii	1-A-ii	s-peff-q6	s1aiiq7	s-peff		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-ii Effective practices	How well does teacher pedagogy align with their students’ learning needs?	Pedagogical effectiveness (general teacher and subject teacher)	Students	B	A1			How good is your [science/math/English/social studies] teacher at helping you learn?		Not at all good	Slightly good	Somewhat good	Quite good	Extremely good	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
16	1-A-ii	1-A-ii			t-ieff-q1		t-ieff		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-ii Effective practices	How well does teacher pedagogy align with their students’ learning needs?	Instructional efficacy	Teachers					How confident are you in your ability to present material clearly?		Not at all confident	A little bit confident	Somewhat confident	Quite confident	Extremely confident	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
17	1-A-ii	1-A-ii			t-ieff-q2		t-ieff		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-ii Effective practices	How well does teacher pedagogy align with their students’ learning needs?	Instructional efficacy	Teachers					How confident are you in your ability to identify gaps in student understanding?		Not at all confident	A little bit confident	Somewhat confident	Quite confident	Extremely confident	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
18	1-A-ii	1-A-ii			t-ieff-q3		t-ieff		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-ii Effective practices	How well does teacher pedagogy align with their students’ learning needs?	Instructional efficacy	Teachers					How confident are you in your ability to provide extra help to students who need it?		Not at all confident	A little bit confident	Somewhat confident	Quite confident	Extremely confident	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
19	1-A-ii	1-A-ii			t-ieff-q4		t-ieff		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1A - Teachers and the Teaching Environment	Are teachers supported in their development as professionals?	1A-ii Effective practices	How well does teacher pedagogy align with their students’ learning needs?	Instructional efficacy	Teachers					How confident are you in your ability to make material interesting for students?		Not at all confident	A little bit confident	Somewhat confident	Quite confident	Extremely confident	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.70	4.71
20	1-B-ii	1-B-ii	1-B-ii	1-B-ii	t-coll-q1	t1biiq2.1	t-coll		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-ii Support for development/growth	How well are teachers supported to continue growing and improving their practice?	Teacher collaboration	Teachers					How often do teachers here work together to plan curriculum and instruction?		Almost never	Once in a while	Sometimes	Frequently	Almost all the time	0.50	2.48	2.49	2.99	3.00	3.49	3.50		#VALUE!
21	1-B-ii	1-B-ii	1-B-ii	1-B-ii	t-coll-q2	t1biiq2.2	t-coll		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-ii Support for development/growth	How well are teachers supported to continue growing and improving their practice?	Teacher collaboration	Teachers					How hard do teachers here work to coordinate their teaching with instruction at other grade levels?		Not hard at all	A little hard	Somewhat hard	Quite hard	Extremely hard	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
22	1-B-ii	1-B-ii	1-B-ii	1-B-ii	t-coll-q3	t1biiq2.3	t-coll		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-ii Support for development/growth	How well are teachers supported to continue growing and improving their practice?	Teacher collaboration	Teachers					How often do teachers here collaborate to make the school run effectively?		Almost never	Once in a while	Sometimes	Frequently	Almost all the time	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
23	1-B-ii	1-B-ii	1-B-ii	1-B-ii	t-qupd-q1	t1biiq1.1	t-qupd		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-ii Support for development/growth	How well are teachers supported to continue growing and improving their practice?	Quality PD	Teachers					To what extent has your professional development included enough time to explore new ideas?		Not at all	A little bit	Somewhat	Quite a bit	A tremendous amount	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
24	1-B-ii	1-B-ii	1-B-ii	1-B-ii	t-qupd-q2	t1biiq1.2	t-qupd		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-ii Support for development/growth	How well are teachers supported to continue growing and improving their practice?	Quality PD	Teachers					How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?		Not at all sustained	Slightly sustained	Somewhat sustained	Quite sustained	Thoroughly sustained	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
25	1-B-ii	1-B-ii	1-B-ii	1-B-ii	t-qupd-q3	t1biiq1.3	t-qupd		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-ii Support for development/growth	How well are teachers supported to continue growing and improving their practice?	Quality PD	Teachers					To what extent has your professional development been connected to the topics you teach?		Not at all connected	Slightly connected	Somewhat connected	Quite connected	Tremendously connected	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
26	1-B-ii	1-B-ii	1-B-ii	1-B-ii	t-qupd-q4	t1biiq1.4	t-qupd		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-ii Support for development/growth	How well are teachers supported to continue growing and improving their practice?	Quality PD	Teachers					Overall, how strong has support for your professional growth been?		Not strong at all	Slightly strong	Moderately strong	Quite strong	Extremely strong	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
27	1-B-iii	1-B-i	1-B-i	1-B-iii	t-inle-q1	t1biiiq2.1	t-inle		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-i Effective leadership	How effectively do school leaders support quality instruction?	Instructional leadership	Teachers					How effectively does your principal communicate a clear vision of teaching and learning?		Not at all effectively	Slightly effectively	Somewhat effectively	Quite effectively	Extremely effectively	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
28	1-B-iii	1-B-i	1-B-i	1-B-iii	t-inle-q2	t1biiiq2.2	t-inle		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-i Effective leadership	How effectively do school leaders support quality instruction?	Instructional leadership	Teachers					How effectively does your principal press teachers to engage in good pedagogical practice?		Not at all effectively	Slightly effectively	Somewhat effectively	Quite effectively	Very effectively	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
29	1-B-iii	1-B-i	1-B-i	1-B-iii	t-inle-q3	t1biiiq2.4	t-inle		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-i Effective leadership	How effectively do school leaders support quality instruction?	Instructional leadership	Teachers					How much does your principal know about what’s going on in teachers’ classrooms?		Almost nothing	A little bit	A moderate amount	Quite a bit	A tremendous amount	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
30	1-B-iii	1-B-i	1-B-i	1-B-iii	t-prtr-q1	t1biiiq1.1	t-prtr		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-i Effective leadership	How effectively do school leaders support quality instruction?	Teacher-principal trust	Teachers					To what extent do you trust your principal at his or her word?		Not at all	A little bit	Somewhat	Quite a bit	A tremendous amount	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
31	1-B-iii	1-B-i	1-B-i	1-B-iii	t-prtr-q2	t1biiiq1.2	t-prtr		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-i Effective leadership	How effectively do school leaders support quality instruction?	Teacher-principal trust	Teachers					At your school, how comfortable are you raising concerns with the principal?		Not at all comfortable	Slightly comfortable	Somewhat comfortable	Quite comfortable	Extremely comfortable	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
32	1-B-iii	1-B-i	1-B-i	1-B-iii	t-prtr-q3	t1biiiq1.3	t-prtr		1 - Teachers and Leadership	Are skilled teachers working together with supportive administrators?	1B - Leadership	Do qualified teachers employ effective practices?	1B-i Effective leadership	How effectively do school leaders support quality instruction?	Teacher-principal trust	Teachers					How much do you trust your principal to stand up for you in disagreements with parents?		Not at all	A little bit	Somewhat	Quite a bit	A tremendous amount	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
33	2-A-i	2-A-i	2-A-i	2-A-i	s-phys-q1	s2aiq1	s-phys		2 - School Culture	Is there a safe and nurturing academic environment?	2A - Safety	Do students feel physically and emotionally safe at school?	2A-i Student physical safety	How physically safe do students feel at school?	Physical safety	Students	B	A2		Y	How often do you worry about violence at your school?		Almost never worry	Rarely worry	Occasionally worry	Regularly worry	Very frequently worry
34	2-A-i	2-A-i	2-A-i	2-A-i	s-phys-q2	s2aiq2	s-phys		2 - School Culture	Is there a safe and nurturing academic environment?	2A - Safety	Do students feel physically and emotionally safe at school?	2A-i Student physical safety	How physically safe do students feel at school?	Physical safety	Students	B	A2		Y	How often do students get into physical fights at your school?		Almost never	Rarely	Occasionally	Regularly	Very frequently	0.50	2.78	2.79	3.29	3.30	3.79	3.80	4.50	4.51
35	2-A-i	2-A-i	2-A-i	2-A-i	s-phys-q3	s2aiq3	s-phys		2 - School Culture	Is there a safe and nurturing academic environment?	2A - Safety	Do students feel physically and emotionally safe at school?	2A-i Student physical safety	How physically safe do students feel at school?	Physical safety	Students	B	A2			Overall, how physically safe do you feel at school?		Extremely unsafe	Quite unsafe	Somewhat safe	Quite safe	Extremely safe	0.50	2.78	2.79	3.29	3.30	3.79	3.80	4.50	4.51
36	2-A-i	2-A-i	2-A-i	2-A-i	s-phys-q4	s2aiq4	s-phys		2 - School Culture	Is there a safe and nurturing academic environment?	2A - Safety	Do students feel physically and emotionally safe at school?	2A-i Student physical safety	How physically safe do students feel at school?	Physical safety	Students	B	A2	Y	Y	How often do you feel like you might be harmed by someone at school?		Almost never	Rarely	Occasionally	Regularly	Very frequently	0.50	2.78	2.79	3.29	3.30	3.79	3.80	4.50	4.51
37	2-A-ii	2-A-ii	2-A-ii	2-A-ii	s-emsa-q1	s2aiiq1	s-emsa		2 - School Culture	Is there a safe and nurturing academic environment?	2A - Safety	Do students feel physically and emotionally safe at school?	2A-ii Student emotional safety	How emotionally safe do students feel at school?	Emotional safety	Students	A	B1	Y	Y	How often are students unkind to each other at this school?		Almost never	Rarely	Occasionally	Regularly	Very frequently	0.50	2.78	2.79	3.29	3.30	3.79	3.80	4.50	4.51
38	2-A-ii	2-A-ii	2-A-ii	2-A-ii	s-emsa-q2	s2aiiq2	s-emsa		2 - School Culture	Is there a safe and nurturing academic environment?	2A - Safety	Do students feel physically and emotionally safe at school?	2A-ii Student emotional safety	How emotionally safe do students feel at school?	Emotional safety	Students	A	B1		Y	How often are students at this school unkind to each other online?		Almost never	Rarely	Occasionally	Regularly	Very frequently	0.50	2.78	2.79	3.29	3.30	3.79	3.80	4.50	4.51
39	2-A-ii	2-A-ii	2-A-ii	2-A-ii	s-emsa-q3	s2aiiq3	s-emsa		2 - School Culture	Is there a safe and nurturing academic environment?	2A - Safety	Do students feel physically and emotionally safe at school?	2A-ii Student emotional safety	How emotionally safe do students feel at school?	Emotional safety	Students	A	B1		Y	How much bullying occurs at this school?		Almost none	A little bit	Some	Quite a bit	A tremendous amount	0.50	2.78	2.79	3.29	3.30	3.79	3.80	4.50	4.51
40	2-A-ii	2-A-ii	2-A-ii	2-A-ii	t-pvic-q3	t2aiiq3	t-pvic		2 - School Culture	Is there a safe and nurturing academic environment?	2A - Safety	Do students feel physically and emotionally safe at school?	2A-ii Student emotional safety	How emotionally safe do students feel at school?	Peer victimization	Teachers					Overall, how unkind are students to each other?		Very unkind	Quite unkind	Somewhat unkind	A little bit unkind	Not at all unkind	0.50	2.78	2.79	3.29	3.30	3.79	3.80	4.50	4.51
41	2-A-ii	2-A-ii	2-A-ii	2-A-ii	t-pvic-q1	t2aiiq1	t-pvic		2 - School Culture	Is there a safe and nurturing academic environment?	2A - Safety	Do students feel physically and emotionally safe at school?	2A-ii Student emotional safety	How emotionally safe do students feel at school?	Peer victimization	Teachers				Y	How often are students bullied at school?		Almost never	Rarely	Occasionally	Regularly	Very frequently	0.50	2.78	2.79	3.29	3.30	3.79	3.80	4.50	4.51
42	2-A-ii	2-A-ii	2-A-ii	2-A-ii	t-pvic-q2	t2aiiq2	t-pvic		2 - School Culture	Is there a safe and nurturing academic environment?	2A - Safety	Do students feel physically and emotionally safe at school?	2A-ii Student emotional safety	How emotionally safe do students feel at school?	Peer victimization	Teachers				Y	How often are students bullied because of who they are?		Almost never	Rarely	Occasionally	Regularly	Very frequently	0.50	2.78	2.79	3.29	3.30	3.79	3.80	4.50	4.51
43	2-B-i	2-B-i	2-B-i	2-B-i	s-sbel-q2	s2biq2	s-sbel		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-i Student sense of belonging	How connected do students feel to their peers and their school community?	Sense of belonging	Students	B	A1	Y		At your school, how accepted do you feel by the other students?		Not at all accepted	A little accepted	Somewhat accepted	Quite accepted	Extremely accepted	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
44	2-B-i	2-B-i	2-B-i	2-B-i	s-sbel-q1	s2biq1	s-sbel		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-i Student sense of belonging	How connected do students feel to their peers and their school community?	Sense of belonging	Students	B	A1			Overall, how much do you feel like you belong at your school?		Do not belong	Belong a little bit	Belong somewhat	Belong quite a bit	Almost totally belong	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
45	2-B-i	2-B-i	2-B-i	2-B-i	s-sbel-q3	s2biq3	s-sbel		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-i Student sense of belonging	How connected do students feel to their peers and their school community?	Sense of belonging	Students	B	A1			How well do people at your school understand you?		Don't understand me	Understand me a little	Understand me somewhat	Understand me quite a bit	Understand me extremely well	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
46	2-B-i	2-B-i	2-B-i	2-B-i	s-sbel-q4	s2biq5	s-sbel		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-i Student sense of belonging	How connected do students feel to their peers and their school community?	Sense of belonging	Students	B	A1			How much respect do students in your school show you?		No respect at all	A little bit of respect	Some respect	Quite a bit of respect	A great deal of respect	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
47	2-B-i	2-B-i	2-B-i	2-B-i	s-sbel-q5	s2biq6	s-sbel		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-i Student sense of belonging	How connected do students feel to their peers and their school community?	Sense of belonging	Students	B	A1			How connected do you feel to the adults at your school?		Not at all connected	Slightly connected	Somewhat connected	Quite connected	Extremely well connected	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
48	2-B-i	2-B-i	2-B-i	2-B-i	t-psup-q1	t2biq1	t-psup		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-i Student sense of belonging	How connected do students feel to their peers and their school community?	Peer support	Teachers					How much do students at this school care about each other?		Don't care at all	Care a little bit	Care somewhat	Care a good amount	Care a lot	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
49	2-B-i	2-B-i	2-B-i	2-B-i	t-psup-q2	t2biq2	t-psup		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-i Student sense of belonging	How connected do students feel to their peers and their school community?	Peer support	Teachers					How often do students at this school help each other learn?		Almost never help	Help once in a while	Help sometimes	Help regularly	Help almost all the time	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
50	2-B-i	2-B-i	2-B-i	2-B-i	t-psup-q3	t2biq3	t-psup		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-i Student sense of belonging	How connected do students feel to their peers and their school community?	Peer support	Teachers					How well do students at this school get along with each other?		Don't get along at all	Get along a little bit	Get along somewhat	Get along quite well	Get along extremely well	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
51	2-B-i	2-B-i	2-B-i	2-B-i	t-psup-q4	t2biq4	t-psup		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-i Student sense of belonging	How connected do students feel to their peers and their school community?	Peer support	Teachers					At this school, how respectful are students to each other?		Not respectful at all	A little bit respectful	Somewhat respectful	Quite respectful	Tremendously respectful	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
52	2-B-ii	2-B-ii	2-B-ii	2-B-ii	s-tint-q1	s2biiq1	s-tint		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-ii Student-teacher relationships	How supportive do students perceive their relationships with teachers to be?	Teacher interest in students (general teacher and subject teacher)	Students	A	B1	Y		When your [science/math/English/social studies] teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?		Almost never	Once in awhile	Sometimes	Often	Almost always	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
53	2-B-ii	2-B-ii	2-B-ii	2-B-ii	s-tint-q2	s2biiq2	s-tint		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-ii Student-teacher relationships	How supportive do students perceive their relationships with teachers to be?	Teacher interest in students (general teacher and subject teacher)	Students	A	B1			How interested is your [science/math/English/social studies] teacher in what you do outside of class?		Not at all interested	A little bit interested	Somewhat interested	Quite interested	Extremely interested	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
54	2-B-ii	2-B-ii	2-B-ii	2-B-ii	s-tint-q3	s2biiq3	s-tint		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-ii Student-teacher relationships	How supportive do students perceive their relationships with teachers to be?	Teacher interest in students (general teacher and subject teacher)	Students	A	B1			If you walked into class upset, how concerned would your [science/math/English/social studies] teacher be?		Not at all concerned	A little bit concerned	Somewhat concerned	Quite concerned	Extremely concerned	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
55	2-B-ii	2-B-ii	2-B-ii	2-B-ii	s-tint-q4	s2biiq4	s-tint		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-ii Student-teacher relationships	How supportive do students perceive their relationships with teachers to be?	Teacher interest in students (general teacher and subject teacher)	Students	A	B1			If you came back to visit class three years from now, how excited would your [science/math/English/social studies] teacher be to see you?		Not at all excited	A little bit excited	Somewhat excited	Quite excited	Extremely excited	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
56	2-B-ii	2-B-ii	2-B-ii	2-B-ii	s-tint-q5	s2biiq5	s-tint		2 - School Culture	Is there a safe and nurturing academic environment?	2B- Relationships	Are students connected to the school and to their teachers?	2B-ii Student-teacher relationships	How supportive do students perceive their relationships with teachers to be?	Teacher interest in students (general teacher and subject teacher)	Students	A	B1			If you had something on your mind, how carefully would your [science/math/English/social studies] teacher listen to you?		Not at all carefully	A little carefully	Somewhat carefully	Quite carefully	Extremely carefully	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.50	4.51
57	2-C-i	2-C-i	2-C-i	2-C-i	s-vale-q1	s2ciq1	s-vale		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-i Valuing of learning	How invested do students feel in school and learning?	Valuing of learning	Students	B	A2			Overall, how important is school to you?		Not at all important	Slightly important	Somewhat important	Quite important	Extremely important	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
58	2-C-i	2-C-i	2-C-i	2-C-i	s-vale-q2	s2ciq4	s-vale		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-i Valuing of learning	How invested do students feel in school and learning?	Valuing of learning	Students	B	A2			How curious are you to learn more about things you talked about in school?		Not at all curious	Slightly curious	Somewhat curious	Quite curious	Extremely curious	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
59	2-C-i	2-C-i	2-C-i	2-C-i	s-vale-q3	s2ciq5	s-vale		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-i Valuing of learning	How invested do students feel in school and learning?	Valuing of learning	Students	B	A2	Y		How much do you enjoy learning in school?		Do not enjoy at all	Enjoy a little bit	Enjoy somewhat	Enjoy quite a bit	Enjoy a tremendous amount	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
60	2-C-i	2-C-i	2-C-i	2-C-i	s-vale-q4	s2ciq6	s-vale		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-i Valuing of learning	How invested do students feel in school and learning?	Valuing of learning	Students	B	A2			How much do you see yourself as a learner?		Don't see myself as a learner at all	See myself as a learner a little bit	See myself somewhat as a learner	See myself as a learner to some extent	See myself completely as a learner	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
61	2-C-ii	2-C-ii	2-C-ii	2-C-ii	s-acpr-q1	s2ciiq1	s-acpr		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-ii Academic challenge	How intellectually engaging are students’ learning experiences?	Academic press (general teacher and subject teacher)	Students	A	B3	Y		How much does your [science/math/English/social studies] teacher encourage you to do your best?		Does not encourage me at all	Encourages me a little bit	Encourages me some	Encourages me quite a bit	Encourages me a tremendous amount	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
62	2-C-ii	2-C-ii	2-C-ii	2-C-ii	s-acpr-q2	s2ciiq2	s-acpr		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-ii Academic challenge	How intellectually engaging are students’ learning experiences?	Academic press (general teacher and subject teacher)	Students	A	B3			When you feel like giving up on a difficult task, how likely is it that your [science/math/English/social studies] teacher will help you keep trying?		Not at all likely	Slightly likely	Somewhat likely	Quite likely	Extremely likely	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
63	2-C-ii	2-C-ii	2-C-ii	2-C-ii	s-acpr-q3	s2ciiq3	s-acpr		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-ii Academic challenge	How intellectually engaging are students’ learning experiences?	Academic press (general teacher and subject teacher)	Students	A	B3			How often does your [science/math/English/social studies] teacher ask you to explain your answers?		Almost never	Once in awhile	Sometimes	Often	Almost always	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
64	2-C-ii	2-C-ii	2-C-ii	2-C-ii	s-acpr-q4	s2ciiq5	s-acpr		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-ii Academic challenge	How intellectually engaging are students’ learning experiences?	Academic press (general teacher and subject teacher)	Students	A	B3			How often does your [science/math/English/social studies] teacher take time to make sure you understand the material?		Almost never	Once in a while	Sometimes	Often	Almost always	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
65	2-C-ii	2-C-ii	2-C-ii		t-acch-q1		t-acch		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-ii Academic challenge	How intellectually engaging are students’ learning experiences?	Academic rigor	Teachers					How well does your school foster academic challenge for all students?		Not at all challenging	A little bit challenging	Somewhat challenging	Quite challenging	Extremely challenging	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
66	2-C-ii	2-C-ii	2-C-ii		t-acch-q2		t-acch		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-ii Academic challenge	How intellectually engaging are students’ learning experiences?	Academic rigor	Teachers					How effectively does your school challenge students who are struggling academically?		Not hard at all	A little bit hard	Somewhat hard	Quite hard	Extremely hard	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
67	2-C-ii	2-C-ii	2-C-ii		t-acch-q3		t-acch		2 - School Culture	Is there a safe and nurturing academic environment?	2C - Academic Orientation	Do students consistently come to school ready to learn?	2C-ii Academic challenge	How intellectually engaging are students’ learning experiences?	Academic rigor	Teachers					How effectively does your school challenge students who are thriving academically?		Not difficult at all	A little bit difficult	Somewhat difficult	Quite difficult	Extremely difficult	0.50	2.68	2.69	3.19	3.20	3.69	3.70	4.50	4.51
68	3-A-i	3-A-i	3-A-i	3-A-i	t-reso-q1	t3aiq1	t-reso		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-i Physical space/materials	How conducive to learning are the school’s facilities and instructional resources?	Access/quality resources	Teachers					How adequate is your access to the materials you need to effectively teach?		Not at all adequate	Somewhat inadequate	Mostly adequate	Totally adequate	More than adequate	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
69	3-A-i	3-A-i	3-A-i	3-A-i	t-reso-q2	t3aiq2	t-reso		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-i Physical space/materials	How conducive to learning are the school’s facilities and instructional resources?	Access/quality resources	Teachers					How adequate is your access to the technology you need to effectively teach?		Not at all adequate	Somewhat inadequate	Mostly adequate	Totally adequate	More than adequate	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
70	3-A-i	3-A-i	3-A-i	3-A-i	t-reso-q3	t3aiq3	t-reso		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-i Physical space/materials	How conducive to learning are the school’s facilities and instructional resources?	Access/quality resources	Teachers					How adequate is the support you receive for using technology?		Not at all adequate	Somewhat inadequate	Mostly adequate	Totally adequate	More than adequate	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
71	3-A-i	3-A-i	3-A-i	3-A-i	t-reso-q4	t3aiq4	t-reso		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-i Physical space/materials	How conducive to learning are the school’s facilities and instructional resources?	Access/quality resources	Teachers					How sufficient is the physical space for school activities?		Not at all sufficient	Somewhat insufficient	Mostly sufficient	Totally sufficient	More than sufficient	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
72	3-A-i	3-A-i	3-A-i	3-A-i	t-reso-q5	t3aiq5	t-reso		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-i Physical space/materials	How conducive to learning are the school’s facilities and instructional resources?	Access/quality resources	Teachers					How well-maintained are school facilities?		Not at all well-maintained	Slightly well-maintained	Moderately well-maintained	Quite well-maintained	Extremely well-maintained	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
73	3-A-ii								3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-ii Content specialists/support	How do non-instructional support staff contribute to student success?	Support staff	Admin data, Teacher Survey, and Student Survey												0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
74	3-A-ii								3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-ii Content specialists/support	How do non-instructional support staff contribute to student success?	Support staff	Admin data, Teacher Survey, and Student Survey												0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
75	3-A-ii	3-A-ii	3-A-ii	3-A-ii	s-sust-q1	s3aiiq1	s-sust		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-ii Content specialists/support	How do non-instructional support staff contribute to student success?	Support staff	Students	B	A3	Y		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?		Almost never	Once in a while	Sometimes	Often	Almost all the time	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
76	3-A-ii	3-A-ii	3-A-ii	3-A-ii	s-sust-q2	s3aiiq2	s-sust		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-ii Content specialists/support	How do non-instructional support staff contribute to student success?	Support staff	Students	B	A3			When you need help learning something, is there an adult at school other than your teacher who can work with you?		Almost never	Once in a while	Sometimes	Often	Almost all the time	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
77	3-A-ii	3-A-ii	3-A-ii	3-A-ii	t-sust-q3	t3aiiq3	t-sust		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-ii Content specialists/support	How do non-instructional support staff contribute to student success?	Support staff	Teachers					How often are non-teaching support staff available for students with non-academic issues?		Almost never	Once in a while	Sometimes	Often	Almost always	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
78	3-A-ii	3-A-ii	3-A-ii	3-A-ii	t-sust-q1	t3aiiq1	t-sust		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-ii Content specialists/support	How do non-instructional support staff contribute to student success?	Support staff	Teachers					Overall, how effective is the support students receive from non-teaching staff?		Not effective	Slightly effective	Somewhat effective	Effective	Very effective	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
79	3-A-ii	3-A-ii	3-A-ii	3-A-ii	t-sust-q2	t3aiiq2	t-sust		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-ii Content specialists/support	How do non-instructional support staff contribute to student success?	Support staff	Teachers					How adequate is the number of non-teaching support staff?		Not at all adequate	Somewhat inadequate	Mostly adequate	Totally adequate	More than adequate	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
80	3-A-ii	3-A-ii	3-A-ii	3-A-ii	t-sust-q4	t3aiiq4	t-sust		3 - Resources	Are facilities and personnel adequate to support learning?	3A - Facilities and Personnel	Are physical spaces and support staff sufficient to support learning?	3A-ii Content specialists/support	How do non-instructional support staff contribute to student success?	Support staff	Teachers					How often are non-teaching support staff available for students who are struggling academically?		Almost never	Once in a while	Sometimes	Often	Almost always	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
81	3-B-i								3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-i Curricular strength/variety	How well does the school’s curriculum push students’ intellectual curiosity and growth?	Curricular strength/variety	Admin data and Teacher Survey												0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
82	3-B-i								3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-i Curricular strength/variety	How well does the school’s curriculum push students’ intellectual curiosity and growth?	Curricular strength/variety	Admin data and Teacher Survey												0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
83	3-B-i	3-B-i	3-B-i	3-B-i	t-curv-q1	t3biq1	t-curv		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-i Curricular strength/variety	How well does the school’s curriculum push students’ intellectual curiosity and growth?	Curricular strength/variety	Teachers					Overall, how rigorous is the curriculum that you are expected to teach?		Not at all rigorous	A little bit rigorous	Somewhat rigorous	Rigorous	Very rigorous	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
84	3-B-i	3-B-i	3-B-i	3-B-i	t-curv-q3	t3biq3	t-curv		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-i Curricular strength/variety	How well does the school’s curriculum push students’ intellectual curiosity and growth?	Curricular strength/variety	Teachers					If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?		Not at all prepared	A little bit prepared	Somewhat prepared	Prepared	Very prepared	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
85	3-B-i	3-B-i	3-B-i	3-B-i	t-curv-q4	t3biq4	t-curv		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-i Curricular strength/variety	How well does the school’s curriculum push students’ intellectual curiosity and growth?	Curricular strength/variety	Teachers					How well-rounded is the curriculum that you and your colleagues teach?		Not at all well-rounded	Slightly well-rounded	Somewhat well-rounded	Well-rounded	Very well-rounded	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
86	3-B-i	3-B-i	3-B-i	3-B-i	t-curv-q2	t3biq2	t-curv		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-i Curricular strength/variety	How well does the school’s curriculum push students’ intellectual curiosity and growth?	Curricular strength/variety	Teachers					How coherent is the curriculum that you are expected to teach?		Not at all coherent	A little bit coherent	Somewhat coherent	Coherent	Very coherent	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
87	3-B-ii	3-B-ii	3-B-ii		s-cure-q1		s-cure		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-ii Cultural responsiveness	How well does the school’s curriculum represent diverse cultures and perspectives?	Cultural relevance	Students	A	B2			In your classes, how often do you see people like you represented in what you study?		Almost never	Once in a while	Sometimes	Quite often	A great deal	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
88	3-B-ii	3-B-ii	3-B-ii		s-cure-q3		s-cure		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-ii Cultural responsiveness	How well does the school’s curriculum represent diverse cultures and perspectives?	Cultural relevance	Students	A	B2	Y		How valued do you think all students' home cultures and languages are in the school curriculum?		Not at all valued	Slightly valued	Somewhat valued	Quite valued	Tremendously valued	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
89	3-B-ii	3-B-ii	3-B-ii		s-cure-q2		s-cure		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-ii Cultural responsiveness	How well does the school’s curriculum represent diverse cultures and perspectives?	Cultural relevance	Students	A	B2			In your classes, how often do you see many different kinds of people represented in what you study?		Almost never	Once in a while	Sometimes	Quite often	A great deal	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
90	3-B-ii	3-B-ii	3-B-ii		s-cure-q4		s-cure		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-ii Cultural responsiveness	How well does the school’s curriculum represent diverse cultures and perspectives?	Cultural relevance	Students	A	B2			How valued do you think your home culture and language are in the school curriculum?		Not at all valued	Slightly valued	Somewhat valued	Quite valued	Tremendously valued	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
91	3-B-ii	3-B-ii	3-B-ii	3-B-ii	t-cure-q1	t3biiq1	t-cure		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-ii Cultural responsiveness	How well does the school’s curriculum represent diverse cultures and perspectives?	Cultural responsiveness	Teachers					How able are you to integrate material from different cultures into your class?		Not at all able	Slightly able	Somewhat able	Quite able	Extremely able	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
92	3-B-ii	3-B-ii	3-B-ii	3-B-ii	t-cure-q2	t3biiq2	t-cure		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-ii Cultural responsiveness	How well does the school’s curriculum represent diverse cultures and perspectives?	Cultural responsiveness	Teachers					How often do you integrate culturally diverse content into your teaching?		Almost never	Once in awhile	Sometimes	Quite a bit	A great deal	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
93	3-B-ii	3-B-ii	3-B-ii	3-B-ii	t-cure-q3	t3biiq3	t-cure		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-ii Cultural responsiveness	How well does the school’s curriculum represent diverse cultures and perspectives?	Cultural responsiveness	Teachers					How often do you use teaching strategies to facilitate learning among culturally diverse students?		Almost never	Once in awhile	Sometimes	Quite a bit	A great deal	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
94	3-B-ii	3-B-ii	3-B-ii	3-B-ii	t-cure-q4	t3biiq4	t-cure		3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-ii Cultural responsiveness	How well does the school’s curriculum represent diverse cultures and perspectives?	Cultural responsiveness	Teachers					How motivated are you to integrate culturally diverse content in your classroom?		Not motivated	Slightly motivated	Somewhat motivated	Quite motivated	Extremely motivated	0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
95	3-B-iii								3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-iii Co-curricular activities	To what extent do students find opportunities for engagement outside of the classroom?	Co-curricular activities	Admin only												0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
96	3-B-iii								3 - Resources	Are facilities and personnel adequate to support learning?	3B - Learning Resources	Does the school have a strong and varied curriculum?	3B-iii Co-curricular activities	To what extent do students find opportunities for engagement outside of the classroom?	Co-curricular activities	Admin only												0.50	2.33	2.34	2.84	2.85	3.34	3.35	4.60	4.61
97	3-C-i	3-C-i	3-C-i	3-C-i	t-peng-q1	t3ciq1	t-peng		3 - Resources	Are facilities and personnel adequate to support learning?	3C - Community Support	Does the school have strong ties with families and the community?	3C-i Family-school relationships	How effectively are families able to contribute to and support student learning?	Parental engagement	Teachers					How often do you connect with parents at your school?		Almost never connect	Connect once or twice per year	Connect every few months	Connect monthly	Connect every few weeks	0.50	2.18	2.19	2.69	2.70	3.19	3.20	4.40	4.41
98	3-C-i	3-C-i	3-C-i	3-C-i	t-peng-q2	t3ciq2	t-peng		3 - Resources	Are facilities and personnel adequate to support learning?	3C - Community Support	Does the school have strong ties with families and the community?	3C-i Family-school relationships	How effectively are families able to contribute to and support student learning?	Parental engagement	Teachers					How involved have parents been in fundraising efforts at your school?		Not at all involved	A little bit involved	Somewhat involved	Quite involved	Extremely involved	0.50	2.18	2.19	2.69	2.70	3.19	3.20	4.40	4.41
99	3-C-i	3-C-i	3-C-i	3-C-i	t-peng-q3	t3ciq3	t-peng		3 - Resources	Are facilities and personnel adequate to support learning?	3C - Community Support	Does the school have strong ties with families and the community?	3C-i Family-school relationships	How effectively are families able to contribute to and support student learning?	Parental engagement	Teachers					How involved have parents been with parent groups at your school?		Not at all involved	A little bit involved	Somewhat involved	Quite involved	Extremely involved	0.50	2.18	2.19	2.69	2.70	3.19	3.20	4.40	4.41
100	3-C-i	3-C-i	3-C-i	3-C-i	t-peng-q4	t3ciq4	t-peng		3 - Resources	Are facilities and personnel adequate to support learning?	3C - Community Support	Does the school have strong ties with families and the community?	3C-i Family-school relationships	How effectively are families able to contribute to and support student learning?	Parental engagement	Teachers					How often does the average parent help out at your school?		Almost never	Once or twice per year	Every few months	Monthly	Every few weeks	0.50	2.18	2.19	2.69	2.70	3.19	3.20	4.40	4.41
101	3-C-ii	3-C-ii	3-C-ii	3-C-ii	t-ceng-q1	t3ciiq1	t-ceng		3 - Resources	Are facilities and personnel adequate to support learning?	3C - Community Support	Does the school have strong ties with families and the community?	3C-ii Community involvement, external partners	How engaged are community partners in school activities?	Community engagement	Teachers					How effectively does this school connect with immigrant parents, providing translation when necessary?		Not at all effectively	Slightly effectively	Somewhat effectively	Effectively	Very effectively	0.50	2.18	2.19	2.69	2.70	3.19	3.20	4.40	4.41
102	3-C-ii	3-C-ii	3-C-ii	3-C-ii	t-ceng-q2	t3ciiq2	t-ceng		3 - Resources	Are facilities and personnel adequate to support learning?	3C - Community Support	Does the school have strong ties with families and the community?	3C-ii Community involvement, external partners	How engaged are community partners in school activities?	Community engagement	Teachers					How effectively does this school respond to the needs and values the surrounding community?		Not at all effectively	Slightly effectively	Somewhat effectively	Effectively	Very effectively	0.50	2.18	2.19	2.69	2.70	3.19	3.20	4.40	4.41
103	3-C-ii	3-C-ii	3-C-ii	3-C-ii	t-ceng-q3	t3ciiq3	t-ceng		3 - Resources	Are facilities and personnel adequate to support learning?	3C - Community Support	Does the school have strong ties with families and the community?	3C-ii Community involvement, external partners	How engaged are community partners in school activities?	Community engagement	Teachers					To what extent are all groups of parents represented in the governance of the school?		Not at all represented	Slightly represented	Somewhat represented	Well represented	Very well represented	0.50	2.18	2.19	2.69	2.70	3.19	3.20	4.40	4.41
104	3-C-ii	3-C-ii	3-C-ii	3-C-ii	t-ceng-q4	t3ciiq4	t-ceng		3 - Resources	Are facilities and personnel adequate to support learning?	3C - Community Support	Does the school have strong ties with families and the community?	3C-ii Community involvement, external partners	How engaged are community partners in school activities?	Community engagement	Teachers					Overall, how effectively does this school connect with the community?		Not at all effectively	Slightly effectively	Somewhat effectively	Effectively	Very effectively	0.50	2.18	2.19	2.69	2.70	3.19	3.20	4.40	4.41
105	4-A-i								4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4A - Performance	Are students developing their literacy and numeracy skills?	4A-i Performance growth	How much has student academic knowledge increased since last year?	Performance growth	No measure												0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
106	4-A-ii	4-A-ii	4-A-ii	4-A-ii	t-sach-q1	t4aiiq1	t-sach		4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4A - Performance	Are students developing their literacy and numeracy skills?	4A-ii Overall performance	How do teachers assess student learning?	Student achievement	Teachers					Relative to what you know of students this age, how academically able are your students?		Not able at all	A little able	Somewhat able	Quite able	Extremely able	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
107	4-A-ii	4-A-ii	4-A-ii	4-A-ii	t-sach-q2	t4aiiq2	t-sach		4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4A - Performance	Are students developing their literacy and numeracy skills?	4A-ii Overall performance	How do teachers assess student learning?	Student achievement	Teachers					If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?		Significantly below grade-level average	Somewhat below grade-level average	Average for the grade level	Above grade-level average	Significantly above grade-level average	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
108	4-A-ii	4-A-ii	4-A-ii	4-A-ii	t-sach-q3	t4aiiq3	t-sach		4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4A - Performance	Are students developing their literacy and numeracy skills?	4A-ii Overall performance	How do teachers assess student learning?	Student achievement	Teachers					If an observer sat in on one of your classes for a week, how would s/he rate your students?		Significantly below grade-level average	Somewhat below grade-level average	Average for the grade level	Above grade-level average	Significantly above grade-level average	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.50	4.51
109	4-B-i	4-B-i	4-B-i	4-B-i	s-sten-q2	s4biq2	s-sten		4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4B - Student Commitment to Learning	Do students engage in class and value the process of learning?	4B-i Engagement in school	How well does a school’s curriculum and instruction foster student academic commitment and interest?	Student engagement	Students	A	B2	Y		Overall, how interested are you in this class?		Not at all interested	A little bit interested	Somewhat interested	Quite interested	Extremely interested	0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.40	4.41
110	4-B-i	4-B-i	4-B-i	4-B-i	s-sten-q1	s4biq1	s-sten		4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4B - Student Commitment to Learning	Do students engage in class and value the process of learning?	4B-i Engagement in school	How well does a school’s curriculum and instruction foster student academic commitment and interest?	Student engagement	Students	A	B2			How excited are you about going to this class?		Not at all excited	A little bit excited	Somewhat excited	Quite excited	Extremely excited	0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.40	4.41
111	4-B-i	4-B-i	4-B-i	4-B-i	s-sten-q3	s4biq3	s-sten		4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4B - Student Commitment to Learning	Do students engage in class and value the process of learning?	4B-i Engagement in school	How well does a school’s curriculum and instruction foster student academic commitment and interest?	Student engagement	Students	A	B2			How often do you get so focused on class activities that you lose track of time?		Almost never	Once in a while	Sometimes	Often	Very often	0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.40	4.41
112	4-B-ii								4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4B - Student Commitment to Learning	Do students engage in class and value the process of learning?	4B-ii Degree completion	How many students are completing the entire K-12 sequence?	Degree completion	Admin only												0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.40	4.41
113	4-B-ii								4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4B - Student Commitment to Learning	Do students engage in class and value the process of learning?	4B-ii Degree completion	How many students are completing the entire K-12 sequence?	Degree completion	Admin only												0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.40	4.41
114	4-B-ii								4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4B - Student Commitment to Learning	Do students engage in class and value the process of learning?	4B-ii Degree completion	How many students are completing the entire K-12 sequence?	Degree completion	Admin only												0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.40	4.41
115	4-C-i	4-C-i	4-C-i	4-C-i	t-psol-q1	t4ciq1	t-psol		4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4C - Critical Thinking	Does the school emphasize the development of problem solving skills?	4C-i Problem solving emphasis	How focused are instructional activities on problem solving?	Problem solving	Teachers					How often do students at your school come up with their own interpretations of material?		Almost never	Once in a while	Sometimes	Frequently	Almost always	0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.40	4.41
116	4-C-i	4-C-i	4-C-i	4-C-i	t-psol-q2	t4ciq2	t-psol		4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4C - Critical Thinking	Does the school emphasize the development of problem solving skills?	4C-i Problem solving emphasis	How focused are instructional activities on problem solving?	Problem solving	Teachers					How often do students apply ideas they have learned to new situations?		Almost never	Once in a while	Sometimes	Frequently	Almost always	0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.40	4.41
117	4-C-i	4-C-i	4-C-i	4-C-i	t-psol-q3	t4ciq3	t-psol		4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4C - Critical Thinking	Does the school emphasize the development of problem solving skills?	4C-i Problem solving emphasis	How focused are instructional activities on problem solving?	Problem solving	Teachers					How often do students collaborate in class to solve complex problems?		Almost never	Once in a while	Sometimes	Frequently	Almost always	0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.40	4.41
118	4-C-ii								4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4C - Critical Thinking	Does the school emphasize the development of problem solving skills?	4C-ii Problem solving skills	How well are students able to think flexibly about problems?	Problem solving	No measure												0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.30	4.31
119	4-C-ii								4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4C - Critical Thinking	Does the school emphasize the development of problem solving skills?	4C-ii Problem solving skills	How well are students able to think flexibly about problems?	Problem solving	No measure												0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.30	4.31
120	4-D-i								4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4D - College and Career Readiness	Are students being prepared for college and/or the workforce?	4D-i College-going and persistence	How many students are going to college? How well are they performing?		Admin only												0.50	2.38	2.39	2.89	2.90	3.39	3.40	4.30	4.31
121	4-D-ii								4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4D - College and Career Readiness	Are students being prepared for college and/or the workforce?	4D-ii Career preparation and placement	How well prepared are students for the career of their choice?		Admin only												0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
122	4-D-ii								4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4D - College and Career Readiness	Are students being prepared for college and/or the workforce?	4D-ii Career preparation and placement	How well prepared are students for the career of their choice?		Admin only												0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
123	4-D-ii								4 - Academic Learning	Are students developing academic dispositions and content knowledge?	4D - College and Career Readiness	Are students being prepared for college and/or the workforce?	4D-ii Career preparation and placement	How well prepared are students for the career of their choice?		Admin only												0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
124	5-A-i	5-A-i	5-A-i	5-A-i	s-sper-q4	s5aiq5	s-sper		5 - Community and Wellbeing	Are students healthy and well-rounded?	5A - Civic Engagement	Do students understand and appreciate each other’s differences?	5A-i Appreciaion for diversity	How well are students able to respect the perspectives and experiences of someone different from them?	Social perspective taking	Students	A	B3	Y		In general, how often do you try to understand how other people see things?		Almost never	Once in a while	Sometimes	Often	Very frequently	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
125	5-A-i	5-A-i	5-A-i	5-A-i	s-sper-q1	s5aiq2	s-sper		5 - Community and Wellbeing	Are students healthy and well-rounded?	5A - Civic Engagement	Do students understand and appreciate each other’s differences?	5A-i Appreciaion for diversity	How well are students able to respect the perspectives and experiences of someone different from them?	Social perspective taking	Students	A	B3			How often do you try to think of more than one explanation for why someone else acted as they did?		Almost never	Once in a while	Sometimes	Often	Very frequently	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
126	5-A-i	5-A-i	5-A-i	5-A-i	s-sper-q2	s5aiq3	s-sper		5 - Community and Wellbeing	Are students healthy and well-rounded?	5A - Civic Engagement	Do students understand and appreciate each other’s differences?	5A-i Appreciaion for diversity	How well are students able to respect the perspectives and experiences of someone different from them?	Social perspective taking	Students	A	B3			Overall, how often do you try to understand the point of view of other people?		Almost never	Once in a while	Sometimes	Often	Very frequently	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
127	5-A-i	5-A-i	5-A-i	5-A-i	s-sper-q3	s5aiq4	s-sper		5 - Community and Wellbeing	Are students healthy and well-rounded?	5A - Civic Engagement	Do students understand and appreciate each other’s differences?	5A-i Appreciaion for diversity	How well are students able to respect the perspectives and experiences of someone different from them?	Social perspective taking	Students	A	B3			How often do you try to figure out what motivates others to behave as they do?		Almost never	Once in a while	Sometimes	Often	Very frequently	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
128	5-A-ii	5-A-ii	5-A-ii	5-A-ii	s-civp-q4	s5aiiq4	s-civp		5 - Community and Wellbeing	Are students healthy and well-rounded?	5A - Civic Engagement	Do students understand and appreciate each other’s differences?	5A-ii Civic participation	How disposed are students to participate in and contribute to their community?	Civic participation	Students	A	B2	Y		How important is it to you to take action when something in society needs changing?		Not at all important	Slightly important	Somewhat important	Quite important	Extremely important	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
129	5-A-ii	5-A-ii	5-A-ii	5-A-ii	s-civp-q1	s5aiiq1	s-civp		5 - Community and Wellbeing	Are students healthy and well-rounded?	5A - Civic Engagement	Do students understand and appreciate each other’s differences?	5A-ii Civic participation	How disposed are students to participate in and contribute to their community?	Civic participation	Students	A	B2			How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?		Not at all	A little bit	Somewhat	Quite a bit	A great deal	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
130	5-A-ii	5-A-ii	5-A-ii	5-A-ii	s-civp-q2	s5aiiq2	s-civp		5 - Community and Wellbeing	Are students healthy and well-rounded?	5A - Civic Engagement	Do students understand and appreciate each other’s differences?	5A-ii Civic participation	How disposed are students to participate in and contribute to their community?	Civic participation	Students	A	B2			How important is it to you to get involved in improving your community?		Not at all important	Slightly important	Somewhat important	Quite important	Extremely important	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
131	5-A-ii	5-A-ii	5-A-ii	5-A-ii	s-civp-q3	s5aiiq3	s-civp		5 - Community and Wellbeing	Are students healthy and well-rounded?	5A - Civic Engagement	Do students understand and appreciate each other’s differences?	5A-ii Civic participation	How disposed are students to participate in and contribute to their community?	Civic participation	Students	A	B2			How important is it to you to actively challenge inequalities in society?		Not at all important	Slightly important	Somewhat	Quite important	Extremely important	0.50	2.48	2.49	2.99	3.00	3.49	3.50	4.40	4.41
132	5-B-i	5-B-i	5-B-i	5-B-i	s-grit-q1	s5biq1	s-grit		5 - Community and Wellbeing	Are students healthy and well-rounded?	5B - Work Ethic	Are students learning to work hard on challenging tasks?	5B-i Perseverance and determination	How able are students to persist with tasks that they perceive as difficult?	Grit	Students	B	A3	Y		If you face a problem while working towards an important goal, how well can you keep working?		Not well at all	Slightly well	Somewhat well	Quite well	Extremely well	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
133	5-B-i	5-B-i	5-B-i	5-B-i	s-grit-q2	s5biq2	s-grit		5 - Community and Wellbeing	Are students healthy and well-rounded?	5B - Work Ethic	Are students learning to work hard on challenging tasks?	5B-i Perseverance and determination	How able are students to persist with tasks that they perceive as difficult?	Grit	Students	B	A3			How important is it to you to finish things you start?		Not at all important	Slightly important	Somewhat important	Quite important	Extremely important	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
134	5-B-i	5-B-i	5-B-i	5-B-i	s-grit-q3	s5biq3	s-grit		5 - Community and Wellbeing	Are students healthy and well-rounded?	5B - Work Ethic	Are students learning to work hard on challenging tasks?	5B-i Perseverance and determination	How able are students to persist with tasks that they perceive as difficult?	Grit	Students	B	A3			How confident are you that you can remain focused on what you are doing, even when there are distractions?		Not at all confident	Slightly confident	Somewht confident	Quite confident	Extremely confident	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
135	5-B-i	5-B-i	5-B-i	5-B-i	s-grit-q4	s5biq4	s-grit		5 - Community and Wellbeing	Are students healthy and well-rounded?	5B - Work Ethic	Are students learning to work hard on challenging tasks?	5B-i Perseverance and determination	How able are students to persist with tasks that they perceive as difficult?	Grit	Students	B	A3			If you fail to reach an important goal, how likely are you to try again?		Not likely at all	Slightly likely	Somewhat likely	Quite likely	Extremely likely	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
136	5-B-ii	5-B-ii	5-B-ii	5-B-ii	s-grmi-q2	s5biiq2	s-grmi		5 - Community and Wellbeing	Are students healthy and well-rounded?	5B - Work Ethic	Are students learning to work hard on challenging tasks?	5B-ii Growth mindset	To what extent do students believe they are able to develop their intelligence over time?	Growth mindset	Students	A	B1	Y		How much do you think that being bad at math is something someone can change?		Can't change it at all	Can change it a bit	Can change it somewhat	Can change it significantly	Can change it tremendously	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
137	5-B-ii	5-B-ii	5-B-ii	5-B-ii	s-grmi-q1	s5biiq1	s-grmi		5 - Community and Wellbeing	Are students healthy and well-rounded?	5B - Work Ethic	Are students learning to work hard on challenging tasks?	5B-ii Growth mindset	To what extent do students believe they are able to develop their intelligence over time?	Growth mindset	Students	A	B1			How much do you think you can change your own intelligence?		Can't change it at all	Can change it a bit	Can change it somewhat	Can change it significantly	Can change it tremendously	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
138	5-B-ii	5-B-ii	5-B-ii		s-grmi-q3		s-grmi		5 - Community and Wellbeing	Are students healthy and well-rounded?	5B - Work Ethic	Are students learning to work hard on challenging tasks?	5B-ii Growth mindset	To what extent do students believe they are able to develop their intelligence over time?	Growth mindset	Students	A	B1			How much do you think that struggling as a writer is something someone can change?		Can't change it at all	Can change it a bit	Can change it somewhat	Can change it significantly	Can change it tremendously	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
139	5-B-ii	5-B-ii	5-B-ii	5-B-ii	s-grmi-q4	s5biiq3	s-grmi		5 - Community and Wellbeing	Are students healthy and well-rounded?	5B - Work Ethic	Are students learning to work hard on challenging tasks?	5B-ii Growth mindset	To what extent do students believe they are able to develop their intelligence over time?	Growth mindset	Students	A	B1			How much do you think that intelligence is something that can be changed?	How much do you think that struggling to understand something means youÍre bad at it?	Can't change it at all	Can change it a bit	Can change it somewhat	Can change it significantly	Can change it tremendously	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
140	5-C-i	5-C-i	5-C-i	5-C-i	s-expa-q1	s5ciq1	s-expa		5 - Community and Wellbeing	Are students healthy and well-rounded?	5C - Creative and Performing Arts	Are students exposed to arts, literature, and creative activities?	5C-i Participation in creative and performing arts	How often are students given the opportunity to participate in creative or performing arts?	Exposure to arts	Students	B	A3	Y		In a typical week, how much time do you spend in creative arts instruction or activities?		Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
141	5-C-i	5-C-i	5-C-i	5-C-i	t-expa-q2	t5ciq2	t-expa		5 - Community and Wellbeing	Are students healthy and well-rounded?	5C - Creative and Performing Arts	Are students exposed to arts, literature, and creative activities?	5C-i Participation in creative and performing arts	How often are students given the opportunity to participate in creative or performing arts?	Exposure to arts	Teachers					In a typical week at your school, what is the average amount of time students spend in creative arts instruction or activities?		Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
142	5-C-i	5-C-i	5-C-i	5-C-i	t-expa-q3	t5ciq3	t-expa		5 - Community and Wellbeing	Are students healthy and well-rounded?	5C - Creative and Performing Arts	Are students exposed to arts, literature, and creative activities?	5C-i Participation in creative and performing arts	How often are students given the opportunity to participate in creative or performing arts?	Exposure to arts	Teachers					In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?		Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
143	5-C-ii	5-C-ii	5-C-ii	5-C-ii	s-appa-q1	s5ciiq1	s-appa		5 - Community and Wellbeing	Are students healthy and well-rounded?	5C - Creative and Performing Arts	Are students exposed to arts, literature, and creative activities?	5C-ii Valuing creative and performing arts	How valuable do students believe the creative and performing arts are to their wellbeing?	Appreciation for arts	Students	A	B3	Y		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?	Not at all interested	Slightly interested	Somewhat interested	Quite interested	Extremely interested	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
144	5-C-ii	5-C-ii	5-C-ii	5-C-ii	s-appa-q2	s5ciiq2	s-appa		5 - Community and Wellbeing	Are students healthy and well-rounded?	5C - Creative and Performing Arts	Are students exposed to arts, literature, and creative activities?	5C-ii Valuing creative and performing arts	How valuable do students believe the creative and performing arts are to their wellbeing?	Appreciation for arts	Students	A	B3			If your friends or family wanted to go to hear people play music, how interested would you be in going?		Not at all interested	Slightly interested	Somewhat interested	Quite interested	Extremely interested	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
145	5-C-ii	5-C-ii	5-C-ii	5-C-ii	s-appa-q3	s5ciiq3	s-appa		5 - Community and Wellbeing	Are students healthy and well-rounded?	5C - Creative and Performing Arts	Are students exposed to arts, literature, and creative activities?	5C-ii Valuing creative and performing arts	How valuable do students believe the creative and performing arts are to their wellbeing?	Appreciation for arts	Students	A	B3			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?	Not at all interested	Slightly interested	Somewhat interested	Quite interested	Extremely interested	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
146	5-D-i	5-D-i	5-D-i		s-acst-q2		s-acst		5 - Community and Wellbeing	Are students healthy and well-rounded?	5D - Health	Are students socially, emotionally, and physically healthy?	5D-i Social and emotional health	Are students socially and emotionally healthy?	Academic stress	Students	B	A2	Y	Y	When you take a test, how much do you worry about doing well?		Not at all worried	A little bit worried	Somewhat worried	Quite worried	Extremely worried	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
147	5-D-i	5-D-i	5-D-i		s-acst-q1		s-acst		5 - Community and Wellbeing	Are students healthy and well-rounded?	5D - Health	Are students socially, emotionally, and physically healthy?	5D-i Social and emotional health	Are students socially and emotionally healthy?	Academic stress	Students	B	A2		Y	On a typical day in school, how stressed do you feel about your schoolwork?		Not at all stressed	A little bit stressed	Somewhat stressed	Quite stressed	Extremely stressed	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
148	5-D-i	5-D-i	5-D-i		s-acst-q3		s-acst		5 - Community and Wellbeing	Are students healthy and well-rounded?	5D - Health	Are students socially, emotionally, and physically healthy?	5D-i Social and emotional health	Are students socially and emotionally healthy?	Academic stress	Students	B	A2		Y	Typically, how anxious do you feel about your grades?	How much do you think that your grades and test scores will determine your future?	Not at all anxious	A little bit anxious	Somewhat anxious	Quite anxious	Extremely anxious	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
149	5-D-i	5-D-i	5-D-i	5-D-i	s-poaf-q3	s5diq3	s-poaf		5 - Community and Wellbeing	Are students healthy and well-rounded?	5D - Health	Are students socially, emotionally, and physically healthy?	5D-i Social and emotional health	Are students socially and emotionally healthy?	Positive affect	Students	B	A3	Y		On a normal day in school, how confident do you feel?		Not at all confident	A bit confident	Somewhat confident	Significantly confident	Very confident	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
150	5-D-i	5-D-i	5-D-i	5-D-i	s-poaf-q1	s5diq1	s-poaf		5 - Community and Wellbeing	Are students healthy and well-rounded?	5D - Health	Are students socially, emotionally, and physically healthy?	5D-i Social and emotional health	Are students socially and emotionally healthy?	Positive affect	Students	B	A3			On a regular day at school, how often do you feel relaxed?		Almost never relaxed	Rarely relaxed	Sometimes relaxed	Often relaxed	Very often relaxed	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
151	5-D-i	5-D-i	5-D-i	5-D-i	s-poaf-q2	s5diq2	s-poaf		5 - Community and Wellbeing	Are students healthy and well-rounded?	5D - Health	Are students socially, emotionally, and physically healthy?	5D-i Social and emotional health	Are students socially and emotionally healthy?	Positive affect	Students	B	A3			How often are you enthusiastic at school?		Almost never enthusiastic	Rarely enthusiastic	Sometimes enthusiastic	Often enthusiastic	Almost always enthusiastic	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
152	5-D-i	5-D-i	5-D-i	5-D-i	s-poaf-q4	s5diq4	s-poaf		5 - Community and Wellbeing	Are students healthy and well-rounded?	5D - Health	Are students socially, emotionally, and physically healthy?	5D-i Social and emotional health	Are students socially and emotionally healthy?	Positive affect	Students	B	A3			On a normal day in school, how much are you able to concentrate?		Can't concentrate at all	Can concentrate a bit	Can concentrate somewhat	Can concentrate well	Can concentrate extremely well	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
153	5-D-ii	5-D-ii	5-D-ii	5-D-ii	t-phya-q3	t5diiq3	t-phya		5 - Community and Wellbeing	Are students healthy and well-rounded?	5D - Health	Are students socially, emotionally, and physically healthy?	5D-ii Physical health	Are students physically healthy?	Physical activity	Teachers					In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?		Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
154	5-D-ii	5-D-ii	5-D-ii	5-D-ii	t-phya-q2	t5diiq2	t-phya		5 - Community and Wellbeing	Are students healthy and well-rounded?	5D - Health	Are students socially, emotionally, and physically healthy?	5D-ii Physical health	Are students physically healthy?	Physical activity	Teachers					In a typical week at your school, what is the average amount of time students spend engaged in physical activity?		Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week	0.50	2.23	2.24	2.74	2.75	3.24	3.25	4.30	4.31
155			5-C-i	5-C-i		t5ciq1	t-expa														In a typical week at your school, what is the minimum amount of time a student could spend in creative arts instruction or activities?
156			1-A-iii	1-B-i		t1biq8	t-pcom														This year, how often have you received useful suggestions for curriculum materials from colleagues?
157			5-D-ii	5-D-ii		t5diiq1	t-phya														In a typical week at your school, what is the minimum amount of time a student could spend engaged in physical activity?
158			1-B-i	1-B-iii		t1biiiq1.4	t-prtr														To what extent do you think your principal has the best interests of the school in mind?