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129 KiB
129 KiB
| 1 | Category | Category Description | Subcategory | Subcategory Description | Measures | Measure Id | Measure Description | Source | Question/item | Revised Question (for the 19-20 surveys) | Survey Item ID | Watch Low | Growth Low | Approval Low | Ideal Low |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 2 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Qualifications | 1A-i | This measure includes the percentage of teachers working in their area of licensure, and draws on anonymous teacher reports on their own comfort teaching grade-level, topics, and student body. | Admin Data | Percentage teachers with 5+ years of experience | 2.49 | 3 | 3.5 | 4.71 | ||
| 3 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Qualifications | 1A-i | This measure includes the percentage of teachers working in their area of licensure, and draws on anonymous teacher reports on their own comfort teaching grade-level, topics, and student body. | Admin Data | Percentage teachers teaching in area of licensure | 2.49 | 3 | 3.5 | 4.71 | ||
| 4 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Qualifications | 1A-i | This measure includes the percentage of teachers working in their area of licensure, and draws on anonymous teacher reports on their own comfort teaching grade-level, topics, and student body. | Teachers | How confident are you in working with the student body at your school? | t-prep-q3 | 2.49 | 3 | 3.5 | 4.71 | |
| 5 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Qualifications | 1A-i | This measure includes the percentage of teachers working in their area of licensure, and draws on anonymous teacher reports on their own comfort teaching grade-level, topics, and student body. | Teachers | How prepared are you for teaching the topics that you are expected to teach in your assignment? | t-prep-q2 | 2.49 | 3 | 3.5 | 4.71 | |
| 6 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Qualifications | 1A-i | This measure includes the percentage of teachers working in their area of licensure, and draws on anonymous teacher reports on their own comfort teaching grade-level, topics, and student body. | Teachers | Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? | t-prep-q1 | 2.49 | 3 | 3.5 | 4.71 | |
| 7 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Effective Practices | 1A-ii | This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management. | Students | When you need extra help, how good is your teacher at giving you that help? | s-peff-q3 | 2.49 | 3 | 3.5 | 4.71 | |
| 8 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Effective Practices | 1A-ii | This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management. | Students | How well can your teacher tell whether or not you understand a topic? | s-peff-q4 | 2.49 | 3 | 3.5 | 4.71 | |
| 9 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and schol-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Effective Practices | 1A-ii | This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management. | Students | How interesting does your teacher make the things you are learning? | s-peff-q5 | 2.49 | 3 | 3.5 | 4.71 | |
| 10 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Effective Practices | 1A-ii | This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management. | Students | How good is your teacher at helping you learn? | s-peff-q6 | 2.49 | 3 | 3.5 | 4.71 | |
| 11 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Effective Practices | 1A-ii | This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management. | Teachers | How confident are you in your ability to present material clearly? | t-ieff-q1 | 2.49 | 3 | 3.5 | 4.71 | |
| 12 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Effective Practices | 1A-ii | This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management. | Teachers | How confident are you in your ability to identify gaps in student understanding? | t-ieff-q2 | 2.49 | 3 | 3.5 | 4.71 | |
| 13 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Effective Practices | 1A-ii | This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management. | Teachers | How confident are you in your ability to provide extra help to students who need it? | t-ieff-q3 | 2.49 | 3 | 3.5 | 4.71 | |
| 14 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Effective Practices | 1A-ii | This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management. | Teachers | How confident are you in your ability to make material interesting for students? | t-ieff-q4 | 2.49 | 3 | 3.5 | 4.71 | |
| 15 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Effective Practices | 1A-ii | This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management. | Students | Overall, how much have you learned from your teacher? | s-peff-q1 | 2.49 | 3 | 3.5 | 4.71 | |
| 16 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Effective Practices | 1A-ii | This measure draws on anonymous student reports about factors like teacher clarity, support of students, and classroom management. | Students | For this class, how clearly does your teacher present the information that you need to learn? | s-peff-q2 | 2.49 | 3 | 3.5 | 4.71 | |
| 17 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Community | 1A-iii | This measure includes teacher reports on the professional community and includes the teacher retention rate. | Admin Data | Percent teacher returning (excluding retirement) | 2.69 | 3.2 | 3.7 | 4.71 | ||
| 18 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Community | 1A-iii | This measure includes teacher reports on the professional community and includes the teacher retention rate. | Teachers | How many teachers in this school feel responsible for helping each other do their best? | t-pcom-q1 | 2.69 | 3.2 | 3.7 | 4.71 | |
| 19 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Community | 1A-iii | This measure includes teacher reports on the professional community and includes the teacher retention rate. | Teachers | How many teachers in this school take responsibility for improving the school? | t-pcom-q2 | 2.69 | 3.2 | 3.7 | 4.71 | |
| 20 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Community | 1A-iii | This measure includes teacher reports on the professional community and includes the teacher retention rate. | Teachers | This year, how often have you had conversations with your colleagues about what helps students learn? | t-pcom-q3 | 2.69 | 3.2 | 3.7 | 4.71 | |
| 21 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Community | 1A-iii | This measure includes teacher reports on the professional community and includes the teacher retention rate. | Teachers | As a faculty, how well do you do talking through views, opinions, and values? | t-pcom-q4 | 2.69 | 3.2 | 3.7 | 4.71 | |
| 22 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Teachers & The Teaching Environment | This subcategory seeks to determine the degree to which a school's teachers are prepared for their classroom assignments. It includes measures of teacher qualifications and effective classroom practices. | Professional Community | 1A-iii | This measure includes teacher reports on the professional community and includes the teacher retention rate. | Teachers | This year, how often have you had colleagues observe your classroom? | t-pcom-q5 | 2.69 | 3.2 | 3.7 | 4.71 | |
| 23 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Effective Leadership | 1B-i | This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders. | Teachers | At your school, how comfortable are you raising concerns with the principal? | t-prtr-q2 | 2.49 | 3 | 3.5 | 4.51 | |
| 24 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Effective Leadership | 1B-i | This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders. | Teachers | How much do you trust your principal to stand up for you in disagreements with parents? | t-prtr-q3 | 2.49 | 3 | 3.5 | 4.51 | |
| 25 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Effective Leadership | 1B-i | This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders. | Teachers | How effectively does your principal communicate a clear vision of teaching and learning? | t-inle-q1 | 2.49 | 3 | 3.5 | 4.51 | |
| 26 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Effective Leadership | 1B-i | This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders. | Teachers | How effectively does your principal press teachers to engage in good pedagogical practice? | t-inle-q2 | 2.49 | 3 | 3.5 | 4.51 | |
| 27 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Effective Leadership | 1B-i | This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders. | Teachers | 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 either in-person or online? | t-inle-q3 | 2.49 | 3 | 3.5 | 4.51 |
| 28 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Effective Leadership | 1B-i | This measure draws on anonymous teacher reports about the degree to which they trust their principals to make good school-wide decisions, as well as on the degree to which their principals are strong instructional leaders. | Teachers | To what extent do you trust your principal at his or her word? | t-prtr-q1 | 2.49 | 3 | 3.5 | 4.51 | |
| 29 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Support For Teaching Development & Growth | 1B-ii | This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development. | Teachers | To what extent has your professional development included enough time to explore new ideas? | t-qupd-q3 | 2.49 | 3 | 3.5 | 4.51 | |
| 30 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Support For Teaching Development & Growth | 1B-ii | This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development. | Teachers | How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? | t-qupd-q2 | 2.49 | 3 | 3.5 | 4.51 | |
| 31 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Support For Teaching Development & Growth | 1B-ii | This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development. | Teachers | How often do teachers here work together to plan curriculum and instruction? | t-coll-q1 | 2.49 | 3 | 3.5 | 4.51 | |
| 32 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Support For Teaching Development & Growth | 1B-ii | This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development. | Teachers | How hard do teachers here work to coordinate their teaching with instruction at other grade levels? | t-coll-q2 | 2.49 | 3 | 3.5 | 4.51 | |
| 33 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Support For Teaching Development & Growth | 1B-ii | This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development. | Teachers | How often do teachers here collaborate to make the school run effectively? | t-coll-q3 | 2.49 | 3 | 3.5 | 4.51 | |
| 34 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Support For Teaching Development & Growth | 1B-ii | This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development. | Teachers | Overall, how strong has support for your professional growth been? | t-qupd-q4 | 2.49 | 3 | 3.5 | 4.51 | |
| 35 | Teachers & Leadership | This category measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. | Leadership | This subcategory seeks to determine how well a school supports teachers and enables them to do their work. It includes measures of teacher satisfaction, effective leadership, and school-wide support for teacher development. | Support For Teaching Development & Growth | 1B-ii | This measure includes district-wide professional development expenditures, and draws on anonymous teacher reports on the quality of professional development. | Teachers | To what extent has your professional development been connected to the topics you teach? | t-qupd-q1 | 2.49 | 3 | 3.5 | 4.51 | |
| 36 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Safety | This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust. | Student Physical Safety | 2A-i | This measure draws on anonymous student reports about the degree to which they feel physically safe at school. | Students | How often do students get into physical fights at your school? | s-phys-q2 | 2.79 | 3.3 | 3.8 | 4.51 | |
| 37 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Safety | This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust. | Student Physical Safety | 2A-i | This measure draws on anonymous student reports about the degree to which they feel physically safe at school. | Students | Overall, how physically safe do you feel at school? | s-phys-q3 | 2.79 | 3.3 | 3.8 | 4.51 | |
| 38 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Safety | This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust. | Student Physical Safety | 2A-i | This measure draws on anonymous student reports about the degree to which they feel physically safe at school. | Students | How often do you feel like you might be harmed by someone at school? | s-phys-q4 | 2.79 | 3.3 | 3.8 | 4.51 | |
| 39 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Safety | This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust. | Student Physical Safety | 2A-i | This measure draws on anonymous student reports about the degree to which they feel physically safe at school. | Students | How often do you worry about violence at your school? | s-phys-q1 | 2.79 | 3.3 | 3.8 | 4.51 | |
| 40 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Safety | This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust. | Student Emotional Safety | 2A-ii | This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment. | Teachers | How often are students bullied at school? | How often are students bullied at school or online? | t-pvic-q1 | 2.79 | 3.3 | 3.8 | 4.51 |
| 41 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Safety | This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust. | Student Emotional Safety | 2A-ii | This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment. | Teachers | How often are students bullied because of who they are? | t-pvic-q2 | 2.79 | 3.3 | 3.8 | 4.51 | |
| 42 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Safety | This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust. | Student Emotional Safety | 2A-ii | This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment. | Teachers | Overall, how unkind are students to each other? | t-pvic-q3 | 2.79 | 3.3 | 3.8 | 4.51 | |
| 43 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Safety | This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust. | Student Emotional Safety | 2A-ii | This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment. | Students | How often are students at this school unkind to each other online? | s-emsa-q2 | 2.79 | 3.3 | 3.8 | 4.51 | |
| 44 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Safety | This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust. | Student Emotional Safety | 2A-ii | This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment. | Students | How much bullying occurs at this school? | s-emsa-q3 | 2.79 | 3.3 | 3.8 | 4.51 | |
| 45 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Safety | This subcategory seeks to determine how safe the school environment is. It includes measures of physical safety, bullying, and trust. | Student Emotional Safety | 2A-ii | This measure draws on anonymous student and teacher reports about the nature and frequency of school bullying and emotional harassment. | Students | How often are students unkind to each other at this school? | s-emsa-q1 | 2.79 | 3.3 | 3.8 | 4.51 | |
| 46 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student Sense of Belonging | 2B-i | This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. | Teachers | How much do students at this school care about each other? | t-psup-q1 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 47 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student Sense of Belonging | 2B-i | This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. | Teachers | How often do students at this school help each other learn? | t-psup-q2 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 48 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student Sense of Belonging | 2B-i | This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. | Teachers | At this school, how respectful are students to each other? | t-psup-q4 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 49 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student Sense of Belonging | 2B-i | This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. | Students | At your school, how accepted do you feel by the other students? | s-sbel-q2 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 50 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student Sense of Belonging | 2B-i | This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. | Students | How well do people at your school understand you? | s-sbel-q3 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 51 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student Sense of Belonging | 2B-i | This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. | Students | How much respect do students in your school show you? | s-sbel-q4 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 52 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student Sense of Belonging | 2B-i | This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. | Students | How connected do you feel to the adults at your school? | s-sbel-q5 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 53 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student Sense of Belonging | 2B-i | This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. | Students | Overall, how much do you feel like you belong at your school? | s-sbel-q1 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 54 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student Sense of Belonging | 2B-i | This measure draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. | Teachers | How well do students at this school get along with each other? | t-psup-q3 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 55 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student-Teacher Relationships | 2B-ii | This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. | Students | When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? | s-tint-q1 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 56 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student-Teacher Relationships | 2B-ii | This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. | Students | How interested in your teacher in what you do outside of class? | s-tint-q2 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 57 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student-Teacher Relationships | 2B-ii | This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. | Students | If you walked into class upset, how concerned would your teacher be? | s-tint-q3 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 58 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student-Teacher Relationships | 2B-ii | This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. | Students | If you came back to visit class three years from now, how excited would your teacher be to see you? | s-tint-q4 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 59 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Relationships | This subcategory seeks to determine how welcoming and caring the school environment is. It includes measures of student sense of belonging and of student/teacher relationships. | Student-Teacher Relationships | 2B-ii | This measure draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. | Students | If you had something on your mind, how carefully would your teacher listen to you? | s-tint-q5 | 2.24 | 2.75 | 3.25 | 4.51 | |
| 60 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Valuing of Learning | 2C-i | This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners. | Students | Overall, how important is school to you? | s-vale-q1 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 61 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Valuing of Learning | 2C-i | This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners. | Students | How curious are you to learn more about things you talked about in school? | s-vale-q2 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 62 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Valuing of Learning | 2C-i | This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners. | Students | How much do you enjoy learning in school? | s-vale-q3 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 63 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Valuing of Learning | 2C-i | This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners. | Students | How much do you see yourself as a learner? | s-vale-q4 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 64 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Valuing of Learning | 2C-i | This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners. | Admin Data | Chronic absence rate | 2.69 | 3.2 | 3.7 | 4.51 | ||
| 65 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Valuing of Learning | 2C-i | This measure includes attendance rates and also draws on anonymous student reports about how important school is to them and how much they view themselves as learners. | Admin Data | Average daily attendance | 2.69 | 3.2 | 3.7 | 4.51 | ||
| 66 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Academic Challenge | 2C-ii | This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material. | Students | How often does your teacher ask you to explain your answers? | s-acpr-q3 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 67 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Academic Challenge | 2C-ii | This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material. | Students | How much does your teacher encourage you to do your best? | s-acpr-q1 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 68 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Academic Challenge | 2C-ii | This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material. | Students | 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 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 69 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Academic Challenge | 2C-ii | This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material. | Teachers | How effectively does your school challenge students who are struggling academically | t-acch-q2 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 70 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Academic Challenge | 2C-ii | This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material. | Teachers | How effectively does your school challenge students who are thriving academically? | t-acch-q3 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 71 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Academic Challenge | 2C-ii | This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material. | Teachers | How well does your school foster academic challenge for all students? | t-acch-q1 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 72 | School Culture | This category measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student/teacher relationships, and student valuing of learning. | Academic Orientation | This subcategory seeks to determine the degree to which a school encourages students to focus on meeting academic challenges. It includes measures of student attendance and graduation, as well as of academic emphasis. | Academic Challenge | 2C-ii | This measure draws on anonymous student reports about the degree to which teachers push them to do their best, work hard, and understand the material. | Students | How often does your teacher take time to make sure you understand the material? | s-acpr-q4 | 2.69 | 3.2 | 3.7 | 4.51 | |
| 73 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Physical Space & Materials | 3A-i | This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size. | Admin Data | Average class size | 2.34 | 2.85 | 3.35 | 4.26 | ||
| 74 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Physical Space & Materials | 3A-i | This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size. | Teachers | How adequate is your access to the materials you need to effectively teach? | t-reso-q1 | 2.34 | 2.85 | 3.35 | 4.26 | |
| 75 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Physical Space & Materials | 3A-i | This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size. | Teachers | How adequate is your access to the technology you need to effectively teach? | t-reso-q2 | 2.34 | 2.85 | 3.35 | 4.26 | |
| 76 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Physical Space & Materials | 3A-i | This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size. | Teachers | How adequate is the support you receive for using technology? | t-reso-q3 | 2.34 | 2.85 | 3.35 | 4.26 | |
| 77 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Physical Space & Materials | 3A-i | This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size. | Teachers | How sufficient is the physical space for school activities? | How sufficient is the physical space for in-school activities during the pandemic? | t-reso-q4 | 2.34 | 2.85 | 3.35 | 4.26 |
| 78 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Physical Space & Materials | 3A-i | This measure draws on anonymous teacher reports about their access to high-quality materials and facilities as well as administrative data on class size. | Teachers | How well-maintained are school facilities? | How well-maintained are school facilities during the pandemic? | t-reso-q5 | 2.34 | 2.85 | 3.35 | 4.26 |
| 79 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Content Specialists & Support Staff | 3A-ii | This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective. | Admin Data | Student to guidance counselor ratio | 2.34 | 2.85 | 3.35 | 4.26 | ||
| 80 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Content Specialists & Support Staff | 3A-ii | This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective. | Admin Data | Student to instructional support staff ratio | 2.34 | 2.85 | 3.35 | 4.26 | ||
| 81 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Content Specialists & Support Staff | 3A-ii | This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective. | Teachers | Overall, how effective is the support students receive from non-teaching staff? | t-sust-q1 | 2.34 | 2.85 | 3.35 | 4.26 | |
| 82 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Content Specialists & Support Staff | 3A-ii | This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective. | Teachers | How adequate is the number of non-teaching support staff? | t-sust-q2 | 2.34 | 2.85 | 3.35 | 4.26 | |
| 83 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Content Specialists & Support Staff | 3A-ii | This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective. | Teachers | 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? | t-sust-q3 | 2.34 | 2.85 | 3.35 | 4.26 |
| 84 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Content Specialists & Support Staff | 3A-ii | This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective. | Teachers | 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? | t-sust-q4 | 2.34 | 2.85 | 3.35 | 4.26 |
| 85 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Content Specialists & Support Staff | 3A-ii | This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective. | Students | When you need help learning something, is there an adult at school other than your teacher who can work with you? | s-sust-q2 | 2.34 | 2.85 | 3.35 | 4.26 | |
| 86 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Facilities and Personnel | This subcategory seeks to determine the sufficiency of a school's staffing and facilities. It measures the quality of physical spaces and curricular materials, as well as the availability of content specialists and support personnel. | Content Specialists & Support Staff | 3A-ii | This measure includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios, and draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available and effective. | Students | 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 | 2.34 | 2.85 | 3.35 | 4.26 | |
| 87 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Curricular Strength & Variety | 3B-i | This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum. | Admin Data | Percent graduates completing MassCORE (HS only) | 2.34 | 2.85 | 3.35 | 4.61 | ||
| 88 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Curricular Strength & Variety | 3B-i | This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum. | Admin Data | Percent juniors and seniors enrolled in one AP (HS only) | 2.34 | 2.85 | 3.35 | 4.61 | ||
| 89 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Curricular Strength & Variety | 3B-i | This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum. | Admin Data | Percent AP test takers scoring 3 or higher (HS only) | 2.34 | 2.85 | 3.35 | 4.61 | ||
| 90 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Curricular Strength & Variety | 3B-i | This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum. | Teachers | Overall, how rigorous is the curriculum that you are expected to teach? | t-curv-q1 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 91 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Curricular Strength & Variety | 3B-i | This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum. | Teachers | How coherent is the curriculum that you are expected to teach? | t-curv-q2 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 92 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Curricular Strength & Variety | 3B-i | This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum. | Teachers | 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 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 93 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Curricular Strength & Variety | 3B-i | This measure includes the percentage of students completing the state core curriculum, the number of different classes offered per student, and the percentage of students participating in Advanced Placement courses in high school. It also draws on anonymous teacher reports on the strength and variety of the school curriculum. | Teachers | How well-rounded is the curriculum that you and your colleagues teach? | t-curv-q4 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 94 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Cultural Responsiveness | 3B-ii | This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. | Teachers | How able are you to integrate material from different cultures into your class? | How able are you to integrate material from different cultures into your instruction either online or in person?' | t-cure-q1 | 2.34 | 2.85 | 3.35 | 4.61 |
| 95 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Cultural Responsiveness | 3B-ii | This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. | Teachers | How often do you integrate culturally diverse content into your teaching? | t-cure-q2 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 96 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Cultural Responsiveness | 3B-ii | This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. | Teachers | How often do you use teaching strategies to facilitate learning among culturally diverse students? | t-cure-q3 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 97 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Cultural Responsiveness | 3B-ii | This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. | Teachers | How motivated are you to integrate culturally diverse content in your classroom? | t-cure-q4 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 98 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Cultural Responsiveness | 3B-ii | This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. | Students | In your classes, how often do you see many different kinds of people represented in what you study? | s-cure-q2 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 99 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Cultural Responsiveness | 3B-ii | This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. | Students | How valued do you think all students' home cultures and languages are in the school curriculum? | s-cure-q3 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 100 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Cultural Responsiveness | 3B-ii | This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. | Students | How valued do you think your home culture and language are in the school curriculum? | s-cure-q4 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 101 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Cultural Responsiveness | 3B-ii | This measure draws on anonymous teacher reports on the degree to which the curriculum adequately represents diverse cultures and perspectives and the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. | Students | In your classes, how often do you see people like you represented in what you study? | s-cure-q1 | 2.34 | 2.85 | 3.35 | 4.61 | |
| 102 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Learning Resources | This subcategory seeks to determine the degree to which a school's classrooms include the essential resources teachers need. It includes measures of curriculum strength, curriculum variety, and cultural responsiveness. | Co-Curricular Activities | 3B-iii | This measure will include administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). | Admin Data | Student to co-curricular activities ratio (HS only) | 2.34 | 2.85 | 3.35 | 4.61 | ||
| 103 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Community Support | This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships. | Family-School Relationships | 3C-i | This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners. | Teachers | How often do you connect with parents at your school? | t-peng-q1 | 2.19 | 2.7 | 3.2 | 4.41 | |
| 104 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Community Support | This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships. | Family-School Relationships | 3C-i | This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners. | Teachers | How involved have parents been in fundraising efforts at your school? | t-peng-q2 | 2.19 | 2.7 | 3.2 | 4.41 | |
| 105 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Community Support | This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships. | Family-School Relationships | 3C-i | This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners. | Teachers | How involved have parents been with parent groups at your school? | t-peng-q3 | 2.19 | 2.7 | 3.2 | 4.41 | |
| 106 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Community Support | This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships. | Family-School Relationships | 3C-i | This measure draws on anonymous teacher reports about parental engagement, as well as anonymous student reports about the degree to which their parents support them as learners. | Teachers | How often does the average parent help out at your school? | t-peng-q4 | 2.19 | 2.7 | 3.2 | 4.41 | |
| 107 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Community Support | This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships. | Community Involvement, External Partners | 3C-ii | This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community. | Teachers | How effectively does this school connect with immigrant parents, providing translation when necessary? | How effectively does this school connect with immigrant families, providing translation when necessary? | t-ceng-q1 | 2.19 | 2.7 | 3.2 | 4.41 |
| 108 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Community Support | This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships. | Community Involvement, External Partners | 3C-ii | This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community. | Teachers | How effectively does this school respond to the needs and values the surrounding community? | How effectively does this school respond to the needs and values of the surrounding community? | t-ceng-q2 | 2.19 | 2.7 | 3.2 | 4.41 |
| 109 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Community Support | This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships. | Community Involvement, External Partners | 3C-ii | This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community. | Teachers | To what extent are all groups of parents represented in the governance of the school? | t-ceng-q3 | 2.19 | 2.7 | 3.2 | 4.41 | |
| 110 | Resources | This category measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family/school relationships. | Community Support | This subcategory seeks to determine the degree to which schools are supported by the surrounding community. It includes measures of family/school relationships, community involvement, and external partnerships. | Community Involvement, External Partners | 3C-ii | This measure draws on anonymous teacher reports about the degree to which the school is an integrated part of the community. | Teachers | Overall, how effectively does this school connect with the community? | t-ceng-q4 | 2.19 | 2.7 | 3.2 | 4.41 | |
| 111 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Performance | This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores. | Performance Growth | 4A-i | This measure includes school-wide scores for student growth on standardized tests, calculated by considering prior testing history and other factors. As new measures become available, this measure will change to better reflect student learning. | No source | Performance Growth | 2.49 | 3 | 3.5 | 4.51 | ||
| 112 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Performance | This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores. | Overall Performance | 4A-ii | This measure 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. | Teachers | If an observer sat in on one of your classes for a week, how would s/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? | t-sach-q3 | 2.49 | 3 | 3.5 | 4.51 |
| 113 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Performance | This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores. | Overall Performance | 4A-ii | This measure 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. | Teachers | Relative to what you know of students this age, how academically able are your students? | t-sach-q1 | 2.49 | 3 | 3.5 | 4.51 | |
| 114 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Performance | This subcategory seeks to determine the degree to which students are learning core curricular content. It includes measures of growth on standardized tests and teacher perceptions of student academic growth; in the future, it will also include portfolio assessment scores. | Overall Performance | 4A-ii | This measure 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. | 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? | t-sach-q2 | 2.49 | 3 | 3.5 | 4.51 | |
| 115 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Student Commitment To Learning | This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning. | Engagement In School | 4B-i | This measure draws on anonymous student reports about their level of focus, participation, and interest in class. | Students | Overall, how interested are you in this class? | s-sten-q2 | 2.39 | 2.9 | 3.4 | 4.41 | |
| 116 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Student Commitment To Learning | This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning. | Engagement In School | 4B-i | This measure draws on anonymous student reports about their level of focus, participation, and interest in class. | Students | How often do you get so focused on class activities that you lose track of time? | s-sten-q3 | 2.39 | 2.9 | 3.4 | 4.41 | |
| 117 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Student Commitment To Learning | This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning. | Engagement In School | 4B-i | This measure draws on anonymous student reports about their level of focus, participation, and interest in class. | Students | How excited are you about going to this class? | s-sten-q1 | 2.39 | 2.9 | 3.4 | 4.41 | |
| 118 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Student Commitment To Learning | This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning. | Degree completion | 4B-ii | This measure includes | Admin Data | 4-year on-time graduation rate (HS only) | 2.39 | 2.9 | 3.4 | 4.41 | ||
| 119 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Student Commitment To Learning | This subcategory seeks to determine the degree to which students are invested in the process of learning. It includes measures of student engagement and of how much students value learning. | Degree completion | 4B-ii | This measure includes | Admin Data | 5-year graduation rate (HS only) | 2.39 | 2.9 | 3.4 | 4.41 | ||
| 120 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Critical Thinking | This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability. | Problem Solving Emphasis | 4C-i | This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations. | Teachers | How often do students at your school come up with their own interpretations of material? | t-psol-q1 | 2.39 | 2.9 | 3.4 | 4.41 | |
| 121 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Critical Thinking | This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability. | Problem Solving Emphasis | 4C-i | This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations. | Teachers | How often do students apply ideas they have learned to new situations? | t-psol-q2 | 2.39 | 2.9 | 3.4 | 4.41 | |
| 122 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Critical Thinking | This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability. | Problem Solving Emphasis | 4C-i | This measure draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations. | Teachers | 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? | t-psol-q3 | 2.39 | 2.9 | 3.4 | 4.41 |
| 123 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | Critical Thinking | This subcategory seeks to determine whether students are learning to think critically about school subjects and the world around them. It includes measures of how much problem solving is emphasized in class and, in the future, will include a measure of student problem solving ability. | Problem Solving Skills | 4C-ii | In the future, this measure will include an assessment of student ability to address problems without obvious solutions. | No source | Problem Solving Skills | 2.39 | 2.9 | 3.4 | 4.41 | ||
| 124 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | College & Career Readiness | This subcategory, applicable to high schools only, seeks to determine the degree to which students are prepared for college and beyond. It measures the percentage of students directly enrolling in two- or four-year colleges upon high school graduation and, in the future, will measure the college and career performance of high school graduates. | College-Going & Persistence | 4D-i | This measure includes the percentage of students enrolling in college immediately after high school graduation and, in the future, will include the college grades and employment status of graduates. | Admin Data | College enrollment rate (HS only) | 2.39 | 2.9 | 3.4 | 4.41 | ||
| 125 | Academic Learning | This category measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like academic performance, engagement in school, problem solving, and college-going rates. | College & Career Readiness | This subcategory, applicable to high schools only, seeks to determine the degree to which students are prepared for college and beyond. It measures the percentage of students directly enrolling in two- or four-year colleges upon high school graduation and, in the future, will measure the college and career performance of high school graduates. | Career Preparation & Placement | 4D-ii | In the future, this measure will include data on career technical education offerings and positive career placement as well as student anonymous reports on the extent to which they feel adequately prepared for the career of their choice. | Admin Data | Career Preparation and Placement | 2.49 | 3 | 3.5 | 4.41 | ||
| 126 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Civic Engagement | This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves. | Appreciation For Diversity | 5A-i | This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds. | Students | How often do you try to think of more than one explanation for why someone else acted as they did? | s-sper-q1 | 2.49 | 3 | 3.5 | 4.41 | |
| 127 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Civic Engagement | This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves. | Appreciation For Diversity | 5A-i | This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds. | Students | Overall, how often do you try to understand the point of view of other people? | s-sper-q2 | 2.49 | 3 | 3.5 | 4.41 | |
| 128 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Civic Engagement | This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves. | Appreciation For Diversity | 5A-i | This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds. | Students | How often do you try to figure out what motivates others to behave as they do? | s-sper-q3 | 2.49 | 3 | 3.5 | 4.41 | |
| 129 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Civic Engagement | This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves. | Appreciation For Diversity | 5A-i | This measure draws on anonymous student reports about their level of comfort working with students from a wide variety of backgrounds. | Students | In general, how often do you try to understand how other people see things? | s-sper-q4 | 2.49 | 3 | 3.5 | 4.41 | |
| 130 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Civic Engagement | This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves. | Civic Participation | 5A-ii | This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities. | Students | How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? | s-civp-q1 | 2.49 | 3 | 3.5 | 4.41 | |
| 131 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Civic Engagement | This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves. | Civic Participation | 5A-ii | This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities. | Students | How important is it to you to get involved in improving your community? | s-civp-q2 | 2.49 | 3 | 3.5 | 4.41 | |
| 132 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Civic Engagement | This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves. | Civic Participation | 5A-ii | This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities. | Students | How important is it to you to actively challenge inequalities in society? | s-civp-q3 | 2.49 | 3 | 3.5 | 4.41 | |
| 133 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Civic Engagement | This subcategory seeks to determine the degree to which students are prepared to thoughtfully meaningfully interact with others in a diverse society. It measures how well students understand the perspectives of others, as well as the degree to which they get along with those unlike themselves. | Civic Participation | 5A-ii | This measure draws on anonymous student reports about the extent to which they believe they have a responsibility to be informed about current issues and be involved in efforts to improve their communities. | Students | How important is it to you to take action when something in society needs changing? | s-civp-q4 | 2.49 | 3 | 3.5 | 4.41 | |
| 134 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Work Ethic | This subcategory 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 orientation toward personal growth. | Perseverance & Determination | 5B-i | This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. | Students | How important is it to you to finish things you start? | s-grit-q2 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 135 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Work Ethic | This subcategory 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 orientation toward personal growth. | Perseverance & Determination | 5B-i | This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. | Students | How confident are you that you can remain focused on what you are doing, even when there are distractions? | s-grit-q3 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 136 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Work Ethic | This subcategory 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 orientation toward personal growth. | Perseverance & Determination | 5B-i | This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. | Students | If you fail to reach an important goal, how likely are you to try again? | s-grit-q4 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 137 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Work Ethic | This subcategory 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 orientation toward personal growth. | Perseverance & Determination | 5B-i | This measure draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. | Students | If you face a problem while working towards an important goal, how well can you keep working? | s-grit-q1 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 138 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Work Ethic | This subcategory 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 orientation toward personal growth. | Growth Mindset | 5B-ii | This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work. | Students | How much do you think you can change your own intelligence? | s-grmi-q1 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 139 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Work Ethic | This subcategory 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 orientation toward personal growth. | Growth Mindset | 5B-ii | This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work. | Students | How much do you think that being bad at math is something someone can change? | s-grmi-q2 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 140 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Work Ethic | This subcategory 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 orientation toward personal growth. | Growth Mindset | 5B-ii | This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work. | Students | How much do you think that struggling as a writer is something someone can change? | s-grmi-q3 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 141 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Work Ethic | This subcategory 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 orientation toward personal growth. | Growth Mindset | 5B-ii | This measure draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills through hard work. | Students | How much do you think that struggling to understand something means you're bad at it? | How much do you think that intelligence is something that can be changed? | s-grmi-q4 | 2.24 | 2.75 | 3.25 | 4.31 |
| 142 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Creative & Performing Arts | This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts. | Participation In Creative & Performing Arts | 5C-i | This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts. | Teachers | In a typical week at your school, what is the average amount of time students 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 | 2.24 | 2.75 | 3.25 | 4.31 |
| 143 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Creative & Performing Arts | This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts. | Participation In Creative & Performing Arts | 5C-i | This measure draws on anonymous teacher and student reports about the frequency of student exposure to the arts. | Students | In a typical week, how much time do you spend in creative arts instruction or activities? | s-expa-q1 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 144 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Creative & Performing Arts | This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts. | Participation In Creative & Performing Arts | 5C-i | This measure draws on anonymous teacher and student reports about the frequency of student exposure to the 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? | t-expa-q3 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 145 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Creative & Performing Arts | This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts. | Valuing Creative & Performing Arts | 5C-ii | This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts. | Students | If your friends or family wanted to go to an art museum, how interested would you be in going? | How interested are you in visual art—street murals, museum paintings, sculptures, etc.? | s-appa-q1 | 2.24 | 2.75 | 3.25 | 4.31 |
| 146 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Creative & Performing Arts | This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts. | Valuing Creative & Performing Arts | 5C-ii | This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts. | Students | If your friends or family wanted to go to hear people play music, how interested would you be in going? | s-appa-q2 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 147 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Creative & Performing Arts | This subcategory seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of student participation in arts. | Valuing Creative & Performing Arts | 5C-ii | This measure includes anonymous student reports about their interest in participating in or attending a range of creative or performing arts. | Students | If your friends or family wanted to go to a play, how interested would you be in going? | How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? | s-appa-q3 | 2.24 | 2.75 | 3.25 | 4.31 |
| 148 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Health | This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. | Social & Emotional Health | 5D-i | This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress. | Students | On a regular day at school, how often do you feel relaxed? | s-poaf-q1 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 149 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Health | This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. | Social & Emotional Health | 5D-i | This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress. | Students | How often are you enthusiastic at school? | s-poaf-q2 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 150 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Health | This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. | Social & Emotional Health | 5D-i | This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress. | Students | On a normal day in school, how confident do you feel? | s-poaf-q3 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 151 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Health | This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. | Social & Emotional Health | 5D-i | This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress. | Students | On a normal day in school, how much are you able to concentrate? | s-poaf-q4 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 152 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Health | This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. | Social & Emotional Health | 5D-i | This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress. | Students | On a typical day in school, how stressed do you feel about your schoolwork? | s-acst-q1 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 153 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Health | This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. | Social & Emotional Health | 5D-i | This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress. | Students | When you take a test, how much do you worry about doing well? | s-acst-q2 | 2.24 | 2.75 | 3.25 | 4.31 | |
| 154 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Health | This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. | Social & Emotional Health | 5D-i | This measure draws on anonymous student reports about how happy, calm, and focused they feel in school. In the future, this measure will include anonymous student reports about academic stress. | Students | How much do you think that your grades and test scores will determine your future? | Typically, how anxious do you feel about your grades? | s-acst-q3 | 2.24 | 2.75 | 3.25 | 4.31 |
| 155 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Health | This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. | Physical Health | 5D-ii | This measure draws on anonymous teacher reports about student access to physical education and activity. | Admin Data | Medical staff to student ratio | 2.24 | 2.75 | 3.25 | 4.31 | ||
| 156 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Health | This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. | Physical Health | 5D-ii | This measure draws on anonymous teacher reports about student access to physical education and activity. | Teachers | In a typical week at your school, what is the average amount of time students 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 | 2.24 | 2.75 | 3.25 | 4.31 |
| 157 | Citizenship & Wellbeing | This category measures the development of traits relevant for full and rewarding lives-in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. | Health | This subcategory seeks to determine the health of students and the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. | Physical Health | 5D-ii | This measure draws on anonymous teacher reports about student access to physical education and activity. | Teachers | 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 | 2.24 | 2.75 | 3.25 | 4.31 |