sqm-dashboards/data/sqm_framework.csv

1	Category	Category ID	Category Description	Category Short Description	Subcategory	Subcategory ID	Subcategory Description	Subcategory Warning High	Subcategory Watch Low	Subcategory Watch High	Subcategory Growth Low	Subcategory Growth High	Subcategory Approval Low	Subcategory Approval High	Subcategory Ideal Low	Measures	Measure Description	Measure ID	Measure Warning High	Measure Watch Low	Measure Watch High	Measure Growth Low	Measure Growth High	Measure Approval Low	Measure Approval High	Measure Ideal Low	Source	Source Notes	Show items in accordion?	Active admin & survey items	Question/item (22-23)	Question/item (21-22)	Question/item (20-21)	Original Item (19-20 surveys)	Original Item (18-19 surveys)	Original Item (17-18 surveys)	Original Item (16-17 surveys)	Survey Item ID	Reverse Scored	HS only admin item?	On Short Form?	Qualtrics ID	Admin Data Benchmark (Absolute)	Admin Data Unit (Absolute)	Item Warning High	Item Watch Low	Item Watch High	Item Growth Low	Item Growth High	Item Approval Low	Item Approval High	Item Ideal Low
2	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Community	Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.	1A-iii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Admin Data	Ed Week	TRUE	TRUE	Percent teachers with 10+ days absent	Percent teachers with 10+ days absent	Percent teachers with 10+ days absent	Percent teachers with 10+ days absent	Percent teachers with 10+ days absent	Percent teachers with 10+ days absent	Percent teachers with 10+ days absent	a-pcom-i2	X			#N/A	28	percentage	2.98	2.99	3.49	3.5	3.99	4	4.7	4.71
3	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Physical Safety	Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.	2A-i	2.48	2.49	2.99	3	3.49	3.5	4.7	4.71	Students		TRUE	TRUE	How often do you worry about violence at your school?	How often do you worry about violence at your school?	How often do you worry about violence at your school?	How often do you worry about violence at your school?	How often do you worry about violence at your school?	How often do you worry about violence at your school?	How often do you worry about violence at your school?	s-phys-q1	X			Q40			2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51
4	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Physical Safety	Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.	2A-i	2.48	2.49	2.99	3	3.49	3.5	4.7	4.71	Students		TRUE	TRUE	How often do students get into physical fights at your school?	How often do students get into physical fights at your school?	How often do students get into physical fights at your school?	How often do students get into physical fights at your school?	How often do students get into physical fights at your school?	How often do students get into physical fights at your school?	How often do students get into physical fights at your school?	s-phys-q2	X			Q41		.	2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51
5	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Physical Safety	Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.	2A-i	2.48	2.49	2.99	3	3.49	3.5	4.7	4.71	Students		TRUE	TRUE	How often do you feel like you might be harmed by someone at school?	How often do you feel like you might be harmed by someone at school?	How often do you feel like you might be harmed by someone at school?	How often do you feel like you might be harmed by someone at school?	How often do you feel like you might be harmed by someone at school?	How often do you feel like you might be harmed by someone at school?	How often do you feel like you might be harmed by someone at school?	s-phys-q4	X		X	Q43			2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51
6	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Physical Safety	Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.	2A-i	2.48	2.49	2.99	3	3.49	3.5	4.7	4.71	Admin Data	NCES	TRUE	TRUE	Percent of students suspended	Student to suspensions ratio	Student to suspensions ratio	Student to suspensions ratio	Student to suspensions ratio	Student to suspensions ratio	Student to suspensions ratio	a-phys-i1	X			#N/A	5.27	percent	2.98	2.99	3.49	3.5	3.99	4	4.7	4.71
7	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Physical Safety	Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.	2A-i	2.48	2.49	2.99	3	3.49	3.5	4.7	4.71	Admin Data	only captured to calculate the chronic absence ratio	TRUE	TRUE	Percent of students suspended for 10+ days	Number of students suspended for 10+ days	Number of students suspended for 10+ days	Number of students suspended for 10+ days	Number of students suspended for 10+ days	Number of students suspended for 10+ days	Number of students suspended for 10+ days	a-phys-i3	X			#N/A	1	percent	2.98	2.99	3.49	3.5	3.99	4	4.7	4.71
8	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Emotional Safety	Draws on anonymous student and teacher reports about the nature of student relationships with each other.	2A-ii	2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51	Students		TRUE	TRUE	How often are students unkind to each other at this school?	How often are students unkind to each other at this school?	How often are students unkind to each other at this school?	How often are students unkind to each other at this school?	How often are students unkind to each other at this school?	How often are students unkind to each other at this school?	How worried are you that you will be bullied because of who you are?	s-emsa-q1	X		X	Q7			2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51
9	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Emotional Safety	Draws on anonymous student and teacher reports about the nature of student relationships with each other.	2A-ii	2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51	Students		TRUE	TRUE	How often are students at this school unkind to each other online?	How often are students at this school unkind to each other online?	How often are students at this school unkind to each other online?	How often are students at this school unkind to each other online?	How often are students at this school unkind to each other online?	How often are students at this school unkind to each other online?	How often do you think students at your school are bullied online?	s-emsa-q2	X			Q8			2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51
10	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Emotional Safety	Draws on anonymous student and teacher reports about the nature of student relationships with each other.	2A-ii	2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51	Students		TRUE	TRUE	How much bullying occurs at this school?	How much bullying occurs at this school?	How much bullying occurs at this school?	How much bullying occurs at this school?	How much bullying occurs at this school?	How much bullying occurs at this school?	How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE)	s-emsa-q3	X			Q9			2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51
11	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Emotional Safety	Draws on anonymous student and teacher reports about the nature of student relationships with each other.	2A-ii	2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51	Teachers		TRUE	TRUE	How often are students bullied at school or online?	How often are students bullied at school or online?	How often are students bullied at school or online?	How often are students bullied at school or online?	How often are students bullied at school?	How often are students bullied at school?	How often are students bullied at school?	t-pvic-q1	X			#N/A			2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51
12	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Emotional Safety	Draws on anonymous student and teacher reports about the nature of student relationships with each other.	2A-ii	2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51	Teachers		TRUE	TRUE	How often are students bullied because of who they are?	How often are students bullied because of who they are?	How often are students bullied because of who they are?	How often are students bullied because of who they are?	How often are students bullied because of who they are?	How often are students bullied because of who they are?	How often are students bullied because of who they are?	t-pvic-q2	X			#N/A			2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51
13	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Valuing of Learning	Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.	2C-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Admin Data	MA DESE, 2019-20	TRUE	TRUE	Chronic absence rate	Chronic absence rate	Chronic absence rate	Chronic absence rate	Chronic absence rate	Chronic absence rate	Chronic absence rate	a-vale-i1	X			#N/A	10	number	2.98	2.99	3.49	3.5	3.99	4	4.8	4.81
14	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Content Specialists & Support Staff	Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.	3A-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Admin Data	American School Counselor Association (2005)	TRUE	TRUE	Student to guidance counselor ratio (HS only)	Student to guidance counselor ratio (HS only)	Student to guidance counselor ratio (HS only)	Student to guidance counselor ratio (HS only)	Student to guidance counselor ratio (HS only)	Student to guidance counselor ratio (HS only)	Student to guidance counselor ratio (HS only)	a-sust-i1	X	X		#N/A	250	ratio	2.98	2.99	3.49	3.5	3.99	4	4.9	4.91
15	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Content Specialists & Support Staff	Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.	3A-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Admin Data	American School Counselor Association (2005)	TRUE	TRUE	Student to mental health counselor ratio	Student to mental health counselor ratio	Student to mental health counselor ratio	Student to mental health counselor ratio	Student to mental health counselor ratio	Student to mental health counselor ratio	Student to mental health counselor ratio	a-sust-i2	X			#N/A	250	ratio	2.98	2.99	3.49	3.5	3.99	4	4.9	4.91
16	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Content Specialists & Support Staff	Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.	3A-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Admin Data	NCES, 2007-08	TRUE	TRUE	Student to instructional support staff ratio	Student to instructional support staff ratio	Student to instructional support staff ratio	Student to instructional support staff ratio	Student to instructional support staff ratio	Student to instructional support staff ratio	Student to instructional support staff ratio	a-sust-i3	X			#N/A	43.4	ratio	2.98	2.99	3.49	3.5	3.99	4	4.9	4.91
17	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Content Specialists & Support Staff	Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.	3A-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Admin Data	Constructed by MCIEA staff	TRUE	TRUE	Student to art teacher ratio	Student to art teacher ratio	Student to art teacher ratio	Student to art teacher ratio	Student to art teacher ratio	Student to art teacher ratio	Student to art teacher ratio	a-sust-i4	X			#N/A	500	ratio	2.98	2.99	3.49	3.5	3.99	4	4.9	4.91
18	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Curricular Strength & Variety	Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.	3B-i	2.33	2.34	2.84	2.85	3.34	3.442857143	4.342857143	4.352857143	Admin Data		TRUE	TRUE	Student to number of courses ratio (HS only)	Student to number of courses ratio (HS only)	Student to number of courses ratio (HS only)	Student to number of courses ratio (HS only)	Student to number of courses ratio (HS only)	Student to number of courses ratio (HS only)	Student to number of courses ratio (HS only)	a-curv-i5	X	X		#N/A	5	ratio	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61
19	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Curricular Strength & Variety	Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.	3B-i	2.33	2.34	2.84	2.85	3.34	3.442857143	4.342857143	4.352857143	Admin Data		TRUE	TRUE	Student to number of electives ratio (completely free choice) (HS only)	Student to number of electives ratio (completely free choice) (HS only)	Student to number of electives ratio (completely free choice) (HS only)	Student to number of electives ratio (completely free choice) (HS only)	Student to number of electives ratio (completely free choice) (HS only)	Student to number of electives ratio (completely free choice) (HS only)	Student to number of electives ratio (completely free choice) (HS only)	a-curv-i6	X	X		#N/A	2	ratio	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61
20	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Co-Curricular Activities	Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).	3B-iii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Admin Data	Census	TRUE	TRUE	Student to co-curricular activities ratio (HS only)	Student to co-curricular activities ratio (HS only)	Student to co-curricular activities ratio (HS only)	Student to co-curricular activities ratio (HS only)	Student to co-curricular activities ratio (HS only)	Student to co-curricular activities ratio (HS only)	Student to co-curricular activities ratio (HS only)	a-cocu-i1	X	X		#N/A	57	ratio	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61
21	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Student Commitment To Learning	4B	Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Degree Completion	Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.	4B-ii	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	Admin Data	NCES, 2016	TRUE	TRUE	Percent students retained in a grade	Percent students retained in a grade	Percent students retained in a grade	Percent students retained in a grade	Percent students retained in a grade	Percent students retained in a grade	Percent students retained in a grade	a-degr-i2	X			#N/A	2	percentage	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41
22	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	College & Career Readiness	4D	Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.	2.68	2.69	3.19	3.2	3.69	3.7	4.4	4.41	Career Preparation	Tracks student access to career technical education courses.	4D-ii	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	Admin Data		TRUE	TRUE	Student to career-technical education courses (HS only)	Student to career-technical education courses (HS only)	Student to career-technical education courses (HS only)	Student to career-technical education courses (HS only)	Student to career-technical education courses (HS only)	Student to career-technical education courses (HS only)	Student to career-technical education courses (HS only)	a-cppm-i2	X	X		#N/A	5	ratio	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41
23	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Health	5D	Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Social & Emotional Health	Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.	5D-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	On a typical day in school, how stressed do you feel about your schoolwork?	On a typical day in school, how stressed do you feel about your schoolwork?	On a typical day in school, how stressed do you feel about your schoolwork?	On a typical day in school, how stressed do you feel about your schoolwork?	On a typical day in school, how stressed do you feel about your schoolwork?	How much does your school work make you feel stressed?	Not in the 16-17 Surveys	s-acst-q1	X			Q135			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
24	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Health	5D	Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Social & Emotional Health	Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.	5D-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	When you take a test, how much do you worry about doing well?	When you take a test, how much do you worry about doing well?	When you take a test, how much do you worry about doing well?	When you take a test, how much do you worry about doing well?	When you take a test, how much do you worry about doing well?	When you take a test, how nervous do you feel about doing well?	Not in the 16-17 Surveys	s-acst-q2	X		X	Q136			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
25	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Health	5D	Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Social & Emotional Health	Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.	5D-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	Typically, how anxious do you feel about your grades?	Typically, how anxious do you feel about your grades?	Typically, how anxious do you feel about your grades?	Typically, how anxious do you feel about your grades?	How much do you think that your grades and test scores will determine your future?	How much do you think that your grades and test scores will determine your future?	Not in the 16-17 Surveys	s-acst-q3	X			Q137			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
26	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Health	5D	Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Physical Health	Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio.	5D-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Admin Data	Constructed by MCIEA staff	TRUE	TRUE	Medical staff to student ratio (schoolwide)	Medical staff to student ratio	Medical staff to student ratio	Medical staff to student ratio	Medical staff to student ratio	Medical staff to student ratio	Medical staff to student ratio	a-phya-i1	X			#N/A	750	ratio	2.98	2.99	3.49	3.5	3.99	4	4.3	4.31
27	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Qualifications	Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.	1A-i	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Teachers		TRUE	TRUE	Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?	Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?	Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?	Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?	Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?	Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?	Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?	t-prep-q1				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
28	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Qualifications	Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.	1A-i	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Teachers		TRUE	TRUE	How prepared are you for teaching the topics that you are expected to teach in your assignment?	How prepared are you for teaching the topics that you are expected to teach in your assignment?	How prepared are you for teaching the topics that you are expected to teach in your assignment?	How prepared are you for teaching the topics that you are expected to teach in your assignment?	How prepared are you for teaching the topics that you are expected to teach in your assignment?	How prepared are you for teaching the topics that you are expected to teach in your assignment?	How prepared are you for teaching the topics that you are expected to teach in your assignment?	t-prep-q2				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
29	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Qualifications	Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.	1A-i	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Teachers		TRUE	TRUE	How confident are you in working with the student body at your school?	How confident are you in working with the student body at your school?	How confident are you in working with the student body at your school?	How confident are you in working with the student body at your school?	How confident are you in working with the student body at your school?	How confident are you in working with the student body at your school?	How confident are you in working with the student body at your school?	t-prep-q3				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
30	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Qualifications	Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.	1A-i	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Admin Data	Constructed by MCIEA staff, based on research from Kraft and Papay	TRUE	TRUE	Percentage teachers with 3+ years of experience	Percentage teachers with 5+ years of experience	Percentage teachers with 5+ years of experience	Percentage teachers with 5+ years of experience	Percentage teachers with 5+ years of experience	Percentage teachers with 5+ years of experience	Percentage teachers with 5+ years of experience	a-exp-i1					80	percentage	2.98	2.99	3.49	3.5	3.99	4	4.7	4.71
31	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Qualifications	Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.	1A-i	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Admin Data	NCES, 2015-16	TRUE	TRUE	Percentage teachers National Board certified	Percentage teachers National Board certified	Percentage teachers National Board certified	Percentage teachers National Board certified	Percentage teachers National Board certified	Percentage teachers National Board certified	Percentage teachers National Board certified	a-exp-i2					10	percentage	2.98	2.99	3.49	3.5	3.99	4	4.7	4.71
32	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Qualifications	Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification.	1A-i	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Admin Data	Center for Education Data and Research	TRUE	TRUE	Percentage teachers teaching in area of licensure	Percentage teachers teaching in area of licensure	Percentage teachers teaching in area of licensure	Percentage teachers teaching in area of licensure	Percentage teachers teaching in area of licensure	Percentage teachers teaching in area of licensure	Percentage teachers teaching in area of licensure	a-exp-i3					95	percentage	2.98	2.99	3.49	3.5	3.99	4	4.7	4.71
33	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Effective Practices	Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.	1A-ii	2.98	2.99	3.49	3.5	3.99	4	4.85	4.86	Students		TRUE	TRUE	Overall, how much have you learned from your teacher?	Overall, how much have you learned from your teacher?	Overall, how much have you learned from your teacher?	Overall, how much have you learned from your teacher?	Overall, how much have you learned from your teacher?	Overall, how much have you learned from your teacher?	Overall, how much have you learned from your teacher?	s-peff-q1				Q10			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
34	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Effective Practices	Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.	1A-ii	2.98	2.99	3.49	3.5	3.99	4	4.85	4.86	Students		TRUE	TRUE	For this class, how clearly does your teacher present the information that you need to learn?	For this class, how clearly does your teacher present the information that you need to learn?	For this class, how clearly does your teacher present the information that you need to learn?	For this class, how clearly does your teacher present the information that you need to learn?	For this class, how clearly does your teacher present the information that you need to learn?	For this class, how clearly does your teacher present the information that you need to learn?	For this class, how clearly does your teacher present the information that you need to learn?	s-peff-q2				Q11			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
35	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Effective Practices	Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.	1A-ii	2.98	2.99	3.49	3.5	3.99	4	4.85	4.86	Students		TRUE	TRUE	When you need extra help, how good is your teacher at giving you that help?	When you need extra help, how good is your teacher at giving you that help?	When you need extra help, how good is your teacher at giving you that help?	When you need extra help, how good is your teacher at giving you that help?	When you need extra help, how good is your teacher at giving you that help?	When you need extra help, how good is your teacher at giving you that help?	When you need extra help, how good is your teacher at giving you that help?	s-peff-q3				Q12			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
36	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Effective Practices	Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.	1A-ii	2.98	2.99	3.49	3.5	3.99	4	4.85	4.86	Students		TRUE	TRUE	How well can your teacher tell whether or not you understand a topic?	How well can your teacher tell whether or not you understand a topic?	How well can your teacher tell whether or not you understand a topic?	How well can your teacher tell whether or not you understand a topic?	How well can your teacher tell whether or not you understand a topic?	How well can your teacher tell whether or not you understand a topic?	How well can your teacher tell whether or not you understand a topic?	s-peff-q4				Q14			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
37	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Effective Practices	Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.	1A-ii	2.98	2.99	3.49	3.5	3.99	4	4.85	4.86	Students		TRUE	TRUE	How interesting does your teacher make the things you are learning?	How interesting does your teacher make the things you are learning?	How interesting does your teacher make the things you are learning?	How interesting does your teacher make the things you are learning?	How interesting does your teacher make the things you are learning?	How interesting does your teacher make the things you are learning?	How interesting does your teacher make the things you are learning?	s-peff-q5				Q15			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
38	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Effective Practices	Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.	1A-ii	2.98	2.99	3.49	3.5	3.99	4	4.85	4.86	Students		TRUE	TRUE	How good is your teacher at helping you learn?	How good is your teacher at helping you learn?	How good is your teacher at helping you learn?	How good is your teacher at helping you learn?	How good is your teacher at helping you learn?	How good is your teacher at helping you learn?	How good is your teacher at helping you learn?	s-peff-q6			X	Q16			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
39	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Effective Practices	Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.	1A-ii	2.98	2.99	3.49	3.5	3.99	4	4.85	4.86	Teachers		TRUE	TRUE	How confident are you in your ability to present material clearly?	How confident are you in your ability to present material clearly?	How confident are you in your ability to present material clearly?	How confident are you in your ability to present material clearly?	How confident are you in your ability to present material clearly?	Not in the 17-18 Surveys	Not in the 16-17 Surveys	t-ieff-q1				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
40	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Effective Practices	Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.	1A-ii	2.98	2.99	3.49	3.5	3.99	4	4.85	4.86	Teachers		TRUE	TRUE	How confident are you in your ability to identify gaps in student understanding?	How confident are you in your ability to identify gaps in student understanding?	How confident are you in your ability to identify gaps in student understanding?	How confident are you in your ability to identify gaps in student understanding?	How confident are you in your ability to identify gaps in student understanding?	Not in the 17-18 Surveys	Not in the 16-17 Surveys	t-ieff-q2				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
41	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Effective Practices	Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.	1A-ii	2.98	2.99	3.49	3.5	3.99	4	4.85	4.86	Teachers		TRUE	TRUE	How confident are you in your ability to provide extra help to students who need it?	How confident are you in your ability to provide extra help to students who need it?	How confident are you in your ability to provide extra help to students who need it?	How confident are you in your ability to provide extra help to students who need it?	How confident are you in your ability to provide extra help to students who need it?	Not in the 17-18 Surveys	Not in the 16-17 Surveys	t-ieff-q3				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
42	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Effective Practices	Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.	1A-ii	2.98	2.99	3.49	3.5	3.99	4	4.85	4.86	Teachers		TRUE	TRUE	How confident are you in your ability to make material interesting for students?	How confident are you in your ability to make material interesting for students?	How confident are you in your ability to make material interesting for students?	How confident are you in your ability to make material interesting for students?	How confident are you in your ability to make material interesting for students?	Not in the 17-18 Surveys	Not in the 16-17 Surveys	t-ieff-q4				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.7	4.71
43	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Community	Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.	1A-iii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Teachers		TRUE	TRUE	How many teachers in this school feel responsible for helping each other do their best?	How many teachers in this school feel responsible for helping each other do their best?	How many teachers in this school feel responsible for helping each other do their best?	How many teachers in this school feel responsible for helping each other do their best?	How many teachers in this school feel responsible for helping each other do their best?	How many teachers in this school feel responsible for helping each other do their best?	How many teachers in this school feel responsible for helping each other do their best?	t-pcom-q1				#N/A			2.68	2.69	3.19	3.2	3.69	3.7	4.7	4.71
44	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Community	Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.	1A-iii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Teachers		TRUE	TRUE	How many teachers in this school take responsibility for improving the school?	How many teachers in this school take responsibility for improving the school?	How many teachers in this school take responsibility for improving the school?	How many teachers in this school take responsibility for improving the school?	How many teachers in this school take responsibility for improving the school?	How many teachers in this school take responsibility for improving the school?	How many teachers in this school take responsibility for improving the school?	t-pcom-q2				#N/A			2.68	2.69	3.19	3.2	3.69	3.7	4.7	4.71
45	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Community	Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.	1A-iii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Teachers		TRUE	TRUE	This year, how often have you had conversations with your colleagues about what helps students learn?	This year, how often have you had conversations with your colleagues about what helps students learn?	This year, how often have you had conversations with your colleagues about what helps students learn?	This year, how often have you had conversations with your colleagues about what helps students learn?	This year, how often have you had conversations with your colleagues about what helps students learn?	This year, how often have you had conversations with your colleagues about what helps students learn?	This year, how often have you had conversations with your colleagues about what helps students learn?	t-pcom-q3				#N/A			2.68	2.69	3.19	3.2	3.69	3.7	4.7	4.71
46	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Community	Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.	1A-iii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Teachers		TRUE	TRUE	As a faculty, how well do you do talking through views, opinions, and values?	As a faculty, how well do you do talking through views, opinions, and values?	As a faculty, how well do you do talking through views, opinions, and values?	As a faculty, how well do you do talking through views, opinions, and values?	As a faculty, how well do you do talking through views, opinions, and values?	As a faculty, how well do you do talking through views, opinions, and values?	As a faculty, how well do you do talking through views, opinions, and values?	t-pcom-q4				#N/A			2.68	2.69	3.19	3.2	3.69	3.7	4.7	4.71
47	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Community	Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.	1A-iii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Teachers		TRUE	TRUE	This year, how often have you had colleagues observe your classroom?	This year, how often have you had colleagues observe your classroom?	This year, how often have you had colleagues observe your classroom?	This year, how often have you had colleagues observe your classroom?	This year, how often have you had colleagues observe your classroom?	This year, how often have you had colleagues observe your classroom?	This year, how often have you had colleagues observe your classroom?	t-pcom-q5				#N/A			2.68	2.69	3.19	3.2	3.69	3.7	4.7	4.71
48	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Community	Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.	1A-iii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Admin Data	Constructed by MCIEA staff	TRUE	TRUE	Percent teacher returning (including retirement)	Percent teacher returning (excluding retirement)	Percent teacher returning (excluding retirement)	Percent teacher returning (excluding retirement)	Percent teacher returning (excluding retirement)	Percent teacher returning (excluding retirement)	Percent teacher returning (excluding retirement)	a-pcom-i1				#N/A	85	percentage	2.98	2.99	3.49	3.5	3.99	4	4.7	4.71
49	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Teachers & The Teaching Environment	1A	Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.	2.53	2.54	3.04	3.05	3.54	3.580952381	4.514285714	4.524285714	Professional Community	Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.	1A-iii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Admin Data	Benchmark is the % of teachers of color statewide in the 21-22 school year	TRUE	TRUE	% Teachers of Color							a-pcom-i3				#N/A	12.8	percentage	2.68	2.69	3.19	3.2	3.69	3.7	4.7	4.71
50	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	School Leadership	Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.	1B-i	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		FALSE	TRUE	How effectively does your principal communicate a clear vision of teaching and learning?	How effectively does your principal communicate a clear vision of teaching and learning?	How effectively does your principal communicate a clear vision of teaching and learning?	How effectively does your principal communicate a clear vision of teaching and learning?	How effectively does your principal communicate a clear vision of teaching and learning?	How effectively does your principal communicate a clear vision of teaching and learning?	How effectively does your principal communicate a clear vision of teaching and learning?	t-inle-q1				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
51	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	School Leadership	Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.	1B-i	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		FALSE	TRUE	How effectively does your principal press teachers to engage in good pedagogical practice?	How effectively does your principal press teachers to engage in good pedagogical practice?	How effectively does your principal press teachers to engage in good pedagogical practice?	How effectively does your principal press teachers to engage in good pedagogical practice?	How effectively does your principal press teachers to engage in good pedagogical practice?	How effectively does your principal press teachers to engage in good pedagogical practice?	How effectively does your principal press teachers to engage in good pedagogical practice?	t-inle-q2				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
52	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	School Leadership	Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.	1B-i	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		FALSE	TRUE	How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?	How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?	How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?	How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?	How much does your principal know about what’s going on in teachers’ classrooms ?	How much does your principal know about what’s going on in teachers’ classrooms ?	How much does your principal know about what’s going on in teachers’ classrooms ?	t-inle-q3				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
53	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	School Leadership	Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.	1B-i	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		FALSE	TRUE	To what extent do you trust your principal at his or her word?	To what extent do you trust your principal at his or her word?	To what extent do you trust your principal at his or her word?	To what extent do you trust your principal at his or her word?	To what extent do you trust your principal at his or her word?	To what extent do you trust your principal at his or her word?	To what extent do you trust your principal at his or her word?	t-prtr-q1				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
54	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	School Leadership	Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.	1B-i	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		FALSE	TRUE	At your school, how comfortable are you raising concerns with the principal?	At your school, how comfortable are you raising concerns with the principal?	At your school, how comfortable are you raising concerns with the principal?	At your school, how comfortable are you raising concerns with the principal?	At your school, how comfortable are you raising concerns with the principal?	At your school, how comfortable are you raising concerns with the principal?	At your school, how comfortable are you raising concerns with the principal?	t-prtr-q2				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
55	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	School Leadership	Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.	1B-i	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		FALSE	TRUE	How much do you trust your principal to stand up for you in disagreements with parents?	How much do you trust your principal to stand up for you in disagreements with parents?	How much do you trust your principal to stand up for you in disagreements with parents?	How much do you trust your principal to stand up for you in disagreements with parents?	How much do you trust your principal to stand up for you in disagreements with parents?	How much do you trust your principal to stand up for you in disagreements with parents?	How much do you trust your principal to stand up for you in disagreements with parents?	t-prtr-q3				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
56	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Support For Teaching Development & Growth	Draws on anonymous teacher reports on the quality of professional development.	1B-ii	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		TRUE	TRUE	How often do teachers here work together to plan curriculum and instruction?	How often do teachers here work together to plan curriculum and instruction?	How often do teachers here work together to plan curriculum and instruction?	How often do teachers here work together to plan curriculum and instruction?	How often do teachers here work together to plan curriculum and instruction?	How often do teachers here work together to plan curriculum and instruction?	How often do teachers here work together to plan curriculum and instruction?	t-coll-q1				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
57	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Support For Teaching Development & Growth	Draws on anonymous teacher reports on the quality of professional development.	1B-ii	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		TRUE	TRUE	How hard do teachers here work to coordinate their teaching with instruction at other grade levels?	How hard do teachers here work to coordinate their teaching with instruction at other grade levels?	How hard do teachers here work to coordinate their teaching with instruction at other grade levels?	How hard do teachers here work to coordinate their teaching with instruction at other grade levels?	How hard do teachers here work to coordinate their teaching with instruction at other grade levels?	How hard do teachers here work to coordinate their teaching with instruction at other grade levels?	How hard do teachers here work to coordinate their teaching with instruction at other grade levels?	t-coll-q2				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
58	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Support For Teaching Development & Growth	Draws on anonymous teacher reports on the quality of professional development.	1B-ii	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		TRUE	TRUE	How often do teachers here collaborate to make the school run effectively?	How often do teachers here collaborate to make the school run effectively?	How often do teachers here collaborate to make the school run effectively?	How often do teachers here collaborate to make the school run effectively?	How often do teachers here collaborate to make the school run effectively?	How often do teachers here collaborate to make the school run effectively?	How often do teachers here collaborate to make the school run effectively?	t-coll-q3				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
59	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Support For Teaching Development & Growth	Draws on anonymous teacher reports on the quality of professional development.	1B-ii	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		TRUE	TRUE	To what extent has your professional development been connected to the topics you teach?	To what extent has your professional development been connected to the topics you teach?	To what extent has your professional development been connected to the topics you teach?	To what extent has your professional development been connected to the topics you teach?	To what extent has your professional development been connected to the topics you teach?	To what extent has your professional development been connected to the topics you teach?	To what extent has your professional development been connected to the topics you teach?	t-qupd-q1				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
60	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Support For Teaching Development & Growth	Draws on anonymous teacher reports on the quality of professional development.	1B-ii	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		TRUE	TRUE	How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?	How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?	How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?	How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?	How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?	How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?	How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?	t-qupd-q2				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
61	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Support For Teaching Development & Growth	Draws on anonymous teacher reports on the quality of professional development.	1B-ii	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		TRUE	TRUE	To what extent has your professional development included enough time to explore new ideas?	To what extent has your professional development included enough time to explore new ideas?	To what extent has your professional development included enough time to explore new ideas?	To what extent has your professional development included enough time to explore new ideas?	To what extent has your professional development included enough time to explore new ideas?	To what extent has your professional development included enough time to explore new ideas?	To what extent has your professional development included enough time to explore new ideas?	t-qupd-q3				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
62	Teachers & Leadership	1	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.	Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.	Leadership	1B	Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.	2.83	2.84	3.34	3.35	3.84	3.85	4.55	4.56	Support For Teaching Development & Growth	Draws on anonymous teacher reports on the quality of professional development.	1B-ii	2.48	2.49	2.99	3	3.49	3.5	4.5	4.51	Teachers		TRUE	TRUE	Overall, how strong has support for your professional growth been?	Overall, how strong has support for your professional growth been?	Overall, how strong has support for your professional growth been?	Overall, how strong has support for your professional growth been?	Overall, how strong has support for your professional growth been?	Overall, how strong has support for your professional growth been?	Overall, how strong has support for your professional growth been?	t-qupd-q4				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
63	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Physical Safety	Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.	2A-i	2.48	2.49	2.99	3	3.49	3.5	4.7	4.71	Students		TRUE	TRUE	Overall, how physically safe do you feel at school?	Overall, how physically safe do you feel at school?	Overall, how physically safe do you feel at school?	Overall, how physically safe do you feel at school?	Overall, how physically safe do you feel at school?	Overall, how safe do you feel at school?	Overall, how safe do you feel at school?	s-phys-q3				Q42			2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51
64	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Physical Safety	Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.	2A-i	2.48	2.49	2.99	3	3.49	3.5	4.7	4.71	Admin Data	Only captured to calculate the ratio	TRUE	FALSE		Number of student suspensions	Number of student suspensions	Number of student suspensions	Number of student suspensions	Number of student suspensions	Number of student suspensions	a-phys-i2				#N/A	n/a	number	2.98	2.99	3.49	3.5	3.99	4	4.7	4.71
65	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Safety	2A	Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Student Emotional Safety	Draws on anonymous student and teacher reports about the nature of student relationships with each other.	2A-ii	2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51	Teachers		TRUE	TRUE	Overall, how unkind are students to each other?	Overall, how unkind are students to each other?	Overall, how unkind are students to each other?	Overall, how unkind are students to each other?	Overall, how unkind are students to each other?	Overall, how unkind are students to each other?	Overall, how unkind are students to each other?	t-pvic-q3				#N/A			2.78	2.79	3.29	3.3	3.79	3.8	4.5	4.51
66	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student Sense of Belonging	Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.	2B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	Overall, how much do you feel like you belong at your school?	Overall, how much do you feel like you belong at your school?	Overall, how much do you feel like you belong at your school?	Overall, how much do you feel like you belong at your school?	Overall, how much do you feel like you belong at your school?	Overall, how much do you feel like you belong at your school?	Overall, how much do you feel like you belong at your school?	s-sbel-q1				Q44			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
67	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student Sense of Belonging	Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.	2B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	At your school, how accepted do you feel by the other students?	At your school, how accepted do you feel by the other students?	At your school, how accepted do you feel by the other students?	At your school, how accepted do you feel by the other students?	At your school, how accepted do you feel by the other students?	At your school, how accepted do you feel by the other students?	At your school, how accepted do you feel by the other students?	s-sbel-q2			X	Q45			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
68	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student Sense of Belonging	Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.	2B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	How well do people at your school understand you?	How well do people at your school understand you?	How well do people at your school understand you?	How well do people at your school understand you?	How well do people at your school understand you?	How well do people at your school understand you?	How well do people at your school understand you?	s-sbel-q3				Q46			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
69	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student Sense of Belonging	Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.	2B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	How much respect do students in your school show you?	How much respect do students in your school show you?	How much respect do students in your school show you?	How much respect do students in your school show you?	How much respect do students in your school show you?	How much respect do students in your school show you?	How much respect do students in your school show you?	s-sbel-q4				Q48			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
70	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student Sense of Belonging	Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.	2B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	How connected do you feel to the adults at your school?	How connected do you feel to the adults at your school?	How connected do you feel to the adults at your school?	How connected do you feel to the adults at your school?	How connected do you feel to the adults at your school?	How connected do you feel to the adults at your school?	How connected do you feel to the adults at your school?	s-sbel-q5				Q49			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
71	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student Sense of Belonging	Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.	2B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Teachers		TRUE	TRUE	How much do students at this school care about each other?	How much do students at this school care about each other?	How much do students at this school care about each other?	How much do students at this school care about each other?	How much do students at this school care about each other?	How much do students at this school care about each other?	How much do students at this school care about each other?	t-psup-q1				#N/A			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
72	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student Sense of Belonging	Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.	2B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Teachers		TRUE	TRUE	How often do students at this school help each other learn?	How often do students at this school help each other learn?	How often do students at this school help each other learn?	How often do students at this school help each other learn?	How often do students at this school help each other learn?	How often do students at this school help each other learn?	How often do students at this school help each other learn?	t-psup-q2				#N/A			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
73	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student Sense of Belonging	Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.	2B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Teachers		TRUE	TRUE	How well do students at this school get along with each other?	How well do students at this school get along with each other?	How well do students at this school get along with each other?	How well do students at this school get along with each other?	How well do students at this school get along with each other?	How well do students at this school get along with each other?	How well do students at this school get along with each other?	t-psup-q3				#N/A			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
74	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student Sense of Belonging	Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.	2B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Teachers		TRUE	TRUE	At this school, how respectful are students to each other?	At this school, how respectful are students to each other?	At this school, how respectful are students to each other?	At this school, how respectful are students to each other?	At this school, how respectful are students to each other?	At this school, how respectful are students to each other?	At this school, how respectful are students to each other?	t-psup-q4				#N/A			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
75	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student-Teacher Relationships	Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.	2B-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?	When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?	When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?	When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?	When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?	When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?	When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?	s-tint-q1			X	Q17			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
76	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student-Teacher Relationships	Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.	2B-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	How interested in your teacher in what you do outside of class?	How interested in your teacher in what you do outside of class?	How interested in your teacher in what you do outside of class?	How interested in your teacher in what you do outside of class?	How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey)	How interested is your teacher in what you do outside of class?	How interested is your teacher in what you do outside of class?	s-tint-q2				Q18			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
77	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student-Teacher Relationships	Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.	2B-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	If you walked into class upset, how concerned would your teacher be?	If you walked into class upset, how concerned would your teacher be?	If you walked into class upset, how concerned would your teacher be?	If you walked into class upset, how concerned would your teacher be?	If you walked into class upset, how concerned would your teacher be?	If you walked into class upset, how concerned would your teacher be?	If you walked into class upset, how concerned would your teacher be?	s-tint-q3				Q19			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
78	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student-Teacher Relationships	Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.	2B-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	If you came back to visit class three years from now, how excited would your teacher be to see you?	If you came back to visit class three years from now, how excited would your teacher be to see you?	If you came back to visit class three years from now, how excited would your teacher be to see you?	If you came back to visit class three years from now, how excited would your teacher be to see you?	If you came back to visit class three years from now, how excited would your teacher be to see you?	If you came back to visit class three years from now, how excited would your teacher be to see you?	If you came back to visit class three years from now, how excited would your teacher be to see you?	s-tint-q4				Q20			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
79	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Relationships	2B	Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Student-Teacher Relationships	Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.	2B-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	If you had something on your mind, how carefully would your teacher listen to you?	If you had something on your mind, how carefully would your teacher listen to you?	If you had something on your mind, how carefully would your teacher listen to you?	If you had something on your mind, how carefully would your teacher listen to you?	If you had something on your mind, how carefully would your teacher listen to you?	If you had something on your mind, how carefully would your teacher listen to you?	If you had something on your mind, how carefully would your teacher listen to you?	s-tint-q5				Q21			2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51
80	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Valuing of Learning	Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.	2C-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	Overall, how important is school to you?	Overall, how important is school to you?	Overall, how important is school to you?	Overall, how important is school to you?	Overall, how important is school to you?	Overall, how important is school to you?	Overall, how important is school to you?	s-vale-q1				Q50			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
81	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Valuing of Learning	Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.	2C-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	How curious are you to learn more about things you talked about in school?	How curious are you to learn more about things you talked about in school?	How curious are you to learn more about things you talked about in school?	How curious are you to learn more about things you talked about in school?	How curious are you to learn more about things you talked about in school?	How curious are you to learn more about things you talked about in school?	How curious are you to learn more about things you talked about in school?	s-vale-q2				Q53			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
82	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Valuing of Learning	Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.	2C-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	How much do you enjoy learning in school?	How much do you enjoy learning in school?	How much do you enjoy learning in school?	How much do you enjoy learning in school?	How much do you enjoy learning in school?	How much do you enjoy learning in school?	How much do you enjoy learning in school?	s-vale-q3			X	Q54			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
83	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Valuing of Learning	Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.	2C-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Students		TRUE	TRUE	How much do you see yourself as a learner?	How much do you see yourself as a learner?	How much do you see yourself as a learner?	How much do you see yourself as a learner?	How much do you see yourself as a learner?	How much do you see yourself as a learner?	How much do you see yourself as a learner?	s-vale-q4				Q55			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
84	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Valuing of Learning	Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.	2C-i	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Admin Data	Constructed by MCIEA staff	TRUE	TRUE	Average daily attendance	Average daily attendance	Average daily attendance	Average daily attendance	Average daily attendance	Average daily attendance	Average daily attendance	a-vale-i2				#N/A	90	number	2.98	2.99	3.49	3.5	3.99	4	4.8	4.81
85	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Academic Challenge	Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.	2C-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Students		TRUE	TRUE	How much does your teacher encourage you to do your best?	How much does your teacher encourage you to do your best?	How much does your teacher encourage you to do your best?	How much does your teacher encourage you to do your best?	How much does your teacher encourage you to do your best?	How much does your teacher encourage you to do your best?	How much does your teacher encourage you to do your best?	s-acpr-q1			X	Q22			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
86	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Academic Challenge	Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.	2C-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Students		TRUE	TRUE	When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?	When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?	When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?	When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?	When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?	When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?	When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?	s-acpr-q2				Q23			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
87	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Academic Challenge	Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.	2C-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Students		TRUE	TRUE	How often does your teacher ask you to explain your answers?	How often does your teacher ask you to explain your answers?	How often does your teacher ask you to explain your answers?	How often does your teacher ask you to explain your answers?	How often does your teacher ask you to explain your answers?	How often does your teacher ask you to explain your answers?	How often does your teacher ask you to explain your answers?	s-acpr-q3				Q24			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
88	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Academic Challenge	Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.	2C-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Students		TRUE	TRUE	How often does your teacher take time to make sure you understand the material?	How often does your teacher take time to make sure you understand the material?	How often does your teacher take time to make sure you understand the material?	How often does your teacher take time to make sure you understand the material?	How often does your teacher take time to make sure you understand the material?	How often does your teacher take time to make sure you understand the material?	How often does your teacher take time to make sure you understand the material?	s-acpr-q4				Q26			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
89	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Academic Challenge	Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.	2C-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Teachers		TRUE	TRUE	How well does your school foster academic challenge for all students?	How well does your school foster academic challenge for all students?	How well does your school foster academic challenge for all students?	How well does your school foster academic challenge for all students?	How well does your school foster academic challenge for all students?	How well does your school foster academic challenge for all students?	Not in the 16-17 Surveys	t-acch-q1				#N/A			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
90	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Academic Challenge	Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.	2C-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Teachers		TRUE	TRUE	How effectively does your school challenge students who are struggling academically?	How effectively does your school challenge students who are struggling academically?	How effectively does your school challenge students who are struggling academically?	How effectively does your school challenge students who are struggling academically?	How effectively does your school challenge students who are struggling academically?	How effectively does your school challenge students who are struggling academically?	Not in the 16-17 Surveys	t-acch-q2				#N/A			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
91	School Culture	2	Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.	Measures the degree to which the school environment is safe, caring, and academically-oriented.	Academic Orientation	2C	Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.	2.23	2.24	2.74	2.75	3.24	3.25	4.5	4.51	Academic Challenge	Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.	2C-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Teachers		TRUE	TRUE	How effectively does your school challenge students who are thriving academically?	How effectively does your school challenge students who are thriving academically?	How effectively does your school challenge students who are thriving academically?	How effectively does your school challenge students who are thriving academically?	How effectively does your school challenge students who are thriving academically?	How effectively does your school challenge students who are thriving academically?	Not in the 16-17 Surveys	t-acch-q3				#N/A			2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51
92	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Physical Space & Materials	Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.	3A-i	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Teachers		TRUE	TRUE	How adequate is your access to the materials you need to effectively teach?	How adequate is your access to the materials you need to effectively teach?	How adequate is your access to the materials you need to effectively teach?	How adequate is your access to the materials you need to effectively teach?	How adequate is your access to the materials you need to effectively teach?	How adequate is your access to the materials you need to effectively teach?	How adequate is your access to the materials you need to effectively teach?	t-reso-q1				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
93	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Physical Space & Materials	Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.	3A-i	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Teachers		TRUE	TRUE	How adequate is your access to the technology you need to effectively teach?	How adequate is your access to the technology you need to effectively teach?	How adequate is your access to the technology you need to effectively teach?	How adequate is your access to the technology you need to effectively teach?	How adequate is your access to the technology you need to effectively teach?	How adequate is your access to the technology you need to effectively teach?	How adequate is your access to the technology you need to effectively teach?	t-reso-q2				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
94	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Physical Space & Materials	Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.	3A-i	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Teachers		TRUE	TRUE	How adequate is the support you receive for using technology?	How adequate is the support you receive for using technology?	How adequate is the support you receive for using technology?	How adequate is the support you receive for using technology?	How adequate is the support you receive for using technology?	How adequate is the support you receive for using technology?	How adequate is the support you receive for using technology?	t-reso-q3				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
95	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Physical Space & Materials	Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.	3A-i	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Teachers		TRUE	TRUE	How sufficient is the physical space for in-school activities during the pandemic?	How sufficient is the physical space for in-school activities during the pandemic?	How sufficient is the physical space for in-school activities during the pandemic?	How sufficient is the physical space for in-school activities during the pandemic?	How sufficient is the physical space for school activities?	How sufficient is the physical space for school activities?	How sufficient is the physical space for school activities?	t-reso-q4				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
96	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Physical Space & Materials	Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.	3A-i	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Teachers		TRUE	TRUE	How well-maintained are school facilities during the pandemic?	How well-maintained are school facilities during the pandemic?	How well-maintained are school facilities during the pandemic?	How well-maintained are school facilities during the pandemic?	How well-maintained are school facilities?	How well-maintained are school facilities?	How well-maintained are school facilities?	t-reso-q5				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
97	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Physical Space & Materials	Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.	3A-i	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Admin Data	Constructed by MCIEA staff	TRUE	TRUE	Average class size	Average class size	Average class size	Average class size	Average class size	Average class size	Average class size	a-reso-i1	X			#N/A	20	number	2.33	2.34	2.84	2.85	3.34	4	4.9	4.91
98	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Content Specialists & Support Staff	Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.	3A-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Students		TRUE	TRUE	When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?	When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?	When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?	When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?	When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?	When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?	When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?	s-sust-q1			X	Q56			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
99	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Content Specialists & Support Staff	Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.	3A-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Students		TRUE	TRUE	When you need help learning something, is there an adult at school other than your teacher who can work with you?	When you need help learning something, is there an adult at school other than your teacher who can work with you?	When you need help learning something, is there an adult at school other than your teacher who can work with you?	When you need help learning something, is there an adult at school other than your teacher who can work with you?	When you need help learning something, is there an adult at school other than your teacher who can work with you?	When you need help learning something, is there an adult at school other than your teacher who can work with you?	When you need help learning something, is there an adult at school other than your teacher who can work with you?	s-sust-q2				Q57			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
100	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Content Specialists & Support Staff	Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.	3A-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Teachers		TRUE	TRUE	Overall, how effective is the support students receive from non-teaching staff?	Overall, how effective is the support students receive from non-teaching staff?	Overall, how effective is the support students receive from non-teaching staff?	Overall, how effective is the support students receive from non-teaching staff?	Overall, how effective is the support students receive from non-teaching staff?	Overall, how effective is the support students receive from non-teaching staff?	Overall, how effective is the support students receive from non-teaching staff?	t-sust-q1				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
101	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Content Specialists & Support Staff	Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.	3A-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Teachers		TRUE	TRUE	How adequate is the number of non-teaching support staff?	How adequate is the number of non-teaching support staff?	How adequate is the number of non-teaching support staff?	How adequate is the number of non-teaching support staff?	How adequate is the number of non-teaching support staff?	How adequate is the number of non-teaching support staff?	How adequate is the number of non-teaching support staff?	t-sust-q2				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
102	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Content Specialists & Support Staff	Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.	3A-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Teachers		TRUE	TRUE	How often are non-teaching support staff available either online or in person for students with non-academic issues?	How often are non-teaching support staff available either online or in person for students with non-academic issues?	How often are non-teaching support staff available either online or in person for students with non-academic issues?	How often are non-teaching support staff available either online or in person for students with non-academic issues?	How often are non-teaching support staff available for students with non-academic issues?	How often are non-teaching support staff available for students with non-academic issues?	How often are non-teaching support staff available for students with non-academic issues?	t-sust-q3				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
103	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Facilities & Personnel	3A	Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.	2.455	2.465	2.965	2.975	3.465	3.475	4.5	4.51	Content Specialists & Support Staff	Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.	3A-ii	2.68	2.69	3.19	3.2	3.69	3.7	4.5	4.51	Teachers		TRUE	TRUE	How often are non-teaching support staff available either online or in person for students who are struggling academically?	How often are non-teaching support staff available either online or in person for students who are struggling academically?	How often are non-teaching support staff available either online or in person for students who are struggling academically?	How often are non-teaching support staff available either online or in person for students who are struggling academically?	How often are non-teaching support staff available for students who are struggling academically?	How often are non-teaching support staff available for students who are struggling academically?	How often are non-teaching support staff available for students who are struggling academically?	t-sust-q4				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.25	4.26
104	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Curricular Strength & Variety	Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.	3B-i	2.33	2.34	2.84	2.85	3.34	3.442857143	4.342857143	4.352857143	Admin Data	Constructed by MCIEA staff	TRUE	TRUE	Percent graduates completing MassCORE (HS only)	Percent graduates completing MassCORE (HS only)	Percent graduates completing MassCORE (HS only)	Percent graduates completing MassCORE (HS only)	Percent graduates completing MassCORE (HS only)	Percent graduates completing MassCORE (HS only)	Percent graduates completing MassCORE (HS only)	a-curv-i1		X		#N/A	90	percentage	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61
105	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Curricular Strength & Variety	Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.	3B-i	2.33	2.34	2.84	2.85	3.34	3.442857143	4.342857143	4.352857143	Admin Data	Constructed by MCIEA staff	TRUE	TRUE	Percent juniors and seniors enrolled in one AP (HS only)	Percent juniors and seniors enrolled in one AP (HS only)	Percent juniors and seniors enrolled in one AP (HS only)	Percent juniors and seniors enrolled in one AP (HS only)	Percent juniors and seniors enrolled in one AP (HS only)	Percent juniors and seniors enrolled in one AP (HS only)	Percent juniors and seniors enrolled in one AP (HS only)	a-curv-i2		X		#N/A	30	percentage	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61
106	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Curricular Strength & Variety	Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.	3B-i	2.33	2.34	2.84	2.85	3.34	3.442857143	4.342857143	4.352857143	Admin Data	Constructed by MCIEA staff	TRUE	TRUE	Percent AP test takers scoring 3 or higher (HS only)	Percent AP test takers scoring 3 or higher (HS only)	Percent AP test takers scoring 3 or higher (HS only)	Percent AP test takers scoring 3 or higher (HS only)	Percent AP test takers scoring 3 or higher (HS only)	Percent AP test takers scoring 3 or higher (HS only)	Percent AP test takers scoring 3 or higher (HS only)	a-curv-i3		X		#N/A	20	percentage	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61
107	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Curricular Strength & Variety	Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.	3B-i	2.33	2.34	2.84	2.85	3.34	3.442857143	4.342857143	4.352857143	Admin Data	NCES, 2009	TRUE	TRUE	Percent students of color completing advanced coursework (HS only)	Percent students of color enrolled in advanced coursework (HS only)	Percent students of color enrolled in advanced coursework (HS only)	Percent students of color enrolled in advanced coursework (HS only)	Percent students of color enrolled in advanced coursework (HS only)	Percent students of color enrolled in advanced coursework (HS only)	Percent students of color enrolled in advanced coursework (HS only)	a-curv-i4		X		#N/A	36.4	percentage	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61
108	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Curricular Strength & Variety	Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.	3B-i	2.33	2.34	2.84	2.85	3.34	3.442857143	4.342857143	4.352857143	Teachers		TRUE	TRUE	Overall, how rigorous is the curriculum that you are expected to teach?	Overall, how rigorous is the curriculum that you are expected to teach?	Overall, how rigorous is the curriculum that you are expected to teach?	Overall, how rigorous is the curriculum that you are expected to teach?	Overall, how rigorous is the curriculum that you are expected to teach?	Overall, how rigorous is the curriculum that you are expected to teach?	Overall, how rigorous is the curriculum that you are expected to teach?	t-curv-q1				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
109	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Curricular Strength & Variety	Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.	3B-i	2.33	2.34	2.84	2.85	3.34	3.442857143	4.342857143	4.352857143	Teachers		TRUE	TRUE	How coherent is the curriculum that you are expected to teach?	How coherent is the curriculum that you are expected to teach?	How coherent is the curriculum that you are expected to teach?	How coherent is the curriculum that you are expected to teach?	How coherent is the curriculum that you are expected to teach?	How coherent is the curriculum that you are expected to teach?	How coherent is the curriculum that you are expected to teach?	t-curv-q2				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
110	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Curricular Strength & Variety	Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.	3B-i	2.33	2.34	2.84	2.85	3.34	3.442857143	4.342857143	4.352857143	Teachers		TRUE	TRUE	If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?	If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?	If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?	If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?	If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?	If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?	If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?	t-curv-q3				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
111	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Curricular Strength & Variety	Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.	3B-i	2.33	2.34	2.84	2.85	3.34	3.442857143	4.342857143	4.352857143	Teachers		TRUE	TRUE	How well-rounded is the curriculum that you and your colleagues teach?	How well-rounded is the curriculum that you and your colleagues teach?	How well-rounded is the curriculum that you and your colleagues teach?	How well-rounded is the curriculum that you and your colleagues teach?	How well-rounded is the curriculum that you and your colleagues teach?	How well-rounded is the curriculum that you and your colleagues teach?	How well-rounded is the curriculum that you and your colleagues teach?	t-curv-q4				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
112	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Cultural Responsiveness	Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.	3B-ii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Admin Data	MA DESE, 2019-20, state average	TRUE	TRUE	Teacher-student parity index: teachers of color/ students of color	Teacher-student parity index: % teachers of color/% students of color	Teacher-student parity index: % teachers of color/% students of color	Teacher-student parity index: % teachers of color/% students of color	Teacher-student parity index: % teachers of color/% students of color	Teacher-student parity index: % teachers of color/% students of color	Teacher-student parity index: % teachers of color/% students of color	a-cure-i1				#N/A	0.26	ratio	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61
113	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Cultural Responsiveness	Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.	3B-ii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Students		TRUE	TRUE	In your classes, how often do you see people like you represented in what you study?	In your classes, how often do you see people like you represented in what you study?	In your classes, how often do you see people like you represented in what you study?	In your classes, how often do you see people like you represented in what you study?	In your classes, how often do you see people like you represented in what you study?	In your classes, how often do you see people like you represented in what you study?	Not in the 16-17 Surveys	s-cure-q1				Q129			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
114	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Cultural Responsiveness	Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.	3B-ii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Students		TRUE	TRUE	In your classes, how often do you see many different kinds of people represented in what you study?	In your classes, how often do you see many different kinds of people represented in what you study?	In your classes, how often do you see many different kinds of people represented in what you study?	In your classes, how often do you see many different kinds of people represented in what you study?	In your classes, how often do you see many different kinds of people represented in what you study?	In your classes, how often do you see many different kinds of people represented in what you study?	Not in the 16-17 Surveys	s-cure-q2				Q130			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
115	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Cultural Responsiveness	Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.	3B-ii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Students		TRUE	TRUE	How valued do you think all students' home cultures and languages are in the school curriculum?	How valued do you think all students' home cultures and languages are in the school curriculum?	How valued do you think all students' home cultures and languages are in the school curriculum?	How valued do you think all students' home cultures and languages are in the school curriculum?	How valued do you think all students' home cultures and languages are in the school curriculum?	How valued do you think all students' home cultures and languages are in the school curriculum?	Not in the 16-17 Surveys	s-cure-q3				Q131			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
116	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Cultural Responsiveness	Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.	3B-ii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Students		TRUE	TRUE	How valued do you think your home culture and language are in the school curriculum?	How valued do you think your home culture and language are in the school curriculum?	How valued do you think your home culture and language are in the school curriculum?	How valued do you think your home culture and language are in the school curriculum?	How valued do you think your home culture and language are in the school curriculum?	How valued do you think your home culture and language are in the school curriculum?	Not in the 16-17 Surveys	s-cure-q4			X	Q132			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
117	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Cultural Responsiveness	Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.	3B-ii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Teachers		TRUE	TRUE	How able are you to integrate material from different cultures into your instruction either online or in person?'	How able are you to integrate material from different cultures into your instruction either online or in person?'	How able are you to integrate material from different cultures into your instruction either online or in person?'	How able are you to integrate material from different cultures into your instruction either online or in person?'	How able are you to integrate material from different cultures into your instruction either online or in person?'	How able are you to integrate material from different cultures into your instruction either online or in person?'	How able are you to integrate material from different cultures into your instruction either online or in person?'	t-cure-q1				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
118	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Cultural Responsiveness	Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.	3B-ii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Teachers		TRUE	TRUE	How often do you integrate culturally diverse content into your teaching?	How often do you integrate culturally diverse content into your teaching?	How often do you integrate culturally diverse content into your teaching?	How often do you integrate culturally diverse content into your teaching?	How often do you integrate culturally diverse content into your teaching?	How often do you integrate culturally diverse content into your teaching?	How often do you integrate culturally diverse content into your teaching?	t-cure-q2				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
119	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Cultural Responsiveness	Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.	3B-ii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Teachers		TRUE	TRUE	How often do you use teaching strategies to facilitate learning among culturally diverse students?	How often do you use teaching strategies to facilitate learning among culturally diverse students?	How often do you use teaching strategies to facilitate learning among culturally diverse students?	How often do you use teaching strategies to facilitate learning among culturally diverse students?	How often do you use teaching strategies to facilitate learning among culturally diverse students?	How often do you use teaching strategies to facilitate learning among culturally diverse students?	How often do you use teaching strategies to facilitate learning among culturally diverse students?	t-cure-q3				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
120	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Learning Resources	3B	Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.	2.588333333	2.598333333	3.098333333	3.108333333	3.598333333	3.639285714	4.480952381	4.490952381	Cultural Responsiveness	Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.	3B-ii	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Teachers		TRUE	TRUE	How motivated are you to integrate culturally diverse content in your classroom?	How motivated are you to integrate culturally diverse content in your classroom?	How motivated are you to integrate culturally diverse content in your classroom?	How motivated are you to integrate culturally diverse content in your classroom?	How motivated are you to integrate culturally diverse content in your classroom?	How motivated are you to integrate culturally diverse content in your classroom?	How motivated are you to integrate culturally diverse content in your classroom?	t-cure-q4				#N/A			2.33	2.34	2.84	2.85	3.34	3.35	4.6	4.61
121	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Community Support	3C	Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Family-School Relationships	Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.	3C-i	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	How often do you connect with parents at your school?	How often do you connect with parents at your school?	How often do you connect with parents at your school?	How often do you connect with parents at your school?	How often do you connect with parents at your school?	How often do you connect with parents at your school?	How often do you connect with parents at your school?	t-peng-q1				#N/A			2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41
122	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Community Support	3C	Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Family-School Relationships	Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.	3C-i	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	How involved have parents been in fundraising efforts at your school?	How involved have parents been in fundraising efforts at your school?	How involved have parents been in fundraising efforts at your school?	How involved have parents been in fundraising efforts at your school?	How involved have parents been in fundraising efforts at your school?	How involved have parents been in fundraising efforts at your school?	How involved have parents been in fundraising efforts at your school?	t-peng-q2				#N/A			2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41
123	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Community Support	3C	Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Family-School Relationships	Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.	3C-i	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	How involved have parents been with parent groups at your school?	How involved have parents been with parent groups at your school?	How involved have parents been with parent groups at your school?	How involved have parents been with parent groups at your school?	How involved have parents been with parent groups at your school?	How involved have parents been with parent groups at your school?	How involved have parents been with parent groups at your school?	t-peng-q3				#N/A			2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41
124	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Community Support	3C	Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Family-School Relationships	Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.	3C-i	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	How often does the average parent help out at your school?	How often does the average parent help out at your school?	How often does the average parent help out at your school?	How often does the average parent help out at your school?	How often does the average parent help out at your school?	How often does the average parent help out at your school?	How often does the average parent help out at your school?	t-peng-q4				#N/A			2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41
125	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Community Support	3C	Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Community Involvement & External Partners	Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.	3C-ii	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	How effectively does this school connect with immigrant families, providing translation when necessary?	How effectively does this school connect with immigrant families, providing translation when necessary?	How effectively does this school connect with immigrant families, providing translation when necessary?	How effectively does this school connect with immigrant families, providing translation when necessary?	How effectively does this school connect with immigrant families, providing translation when necessary?	How effectively does this school connect with immigrant families, providing translation when necessary?	How effectively does this school connect with immigrant families, providing translation when necessary?	t-ceng-q1				#N/A			2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41
126	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Community Support	3C	Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Community Involvement & External Partners	Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.	3C-ii	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	How effectively does this school respond to the needs and values of the surrounding community?	How effectively does this school respond to the needs and values of the surrounding community?	How effectively does this school respond to the needs and values of the surrounding community?	How effectively does this school respond to the needs and values of the surrounding community?	How effectively does this school respond to the needs and values of the surrounding community?	How effectively does this school respond to the needs and values of the surrounding community?	How effectively does this school respond to the needs and values of the surrounding community?	t-ceng-q2				#N/A			2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41
127	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Community Support	3C	Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Community Involvement & External Partners	Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.	3C-ii	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	To what extent are all groups of parents represented in the governance of the school?	To what extent are all groups of parents represented in the governance of the school?	To what extent are all groups of parents represented in the governance of the school?	To what extent are all groups of parents represented in the governance of the school?	To what extent are all groups of parents represented in the governance of the school?	To what extent are all groups of parents represented in the governance of the school?	To what extent are all groups of parents represented in the governance of the school?	t-ceng-q3				#N/A			2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41
128	Resources	3	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.	Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.	Community Support	3C	Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.	2.98	2.99	3.49	3.5	3.99	4	4.6	4.61	Community Involvement & External Partners	Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.	3C-ii	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	Overall, how effectively does this school connect with the community?	Overall, how effectively does this school connect with the community?	Overall, how effectively does this school connect with the community?	Overall, how effectively does this school connect with the community?	Overall, how effectively does this school connect with the community?	Overall, how effectively does this school connect with the community?	Overall, how effectively does this school connect with the community?	t-ceng-q4				#N/A			2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41
129	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Performance	4A	Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Overall Performance	Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.	4A-i	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Admin Data	Benchmark is the statewide average 9th grade passing rate in the 21-22 school year	TRUE	TRUE	9th grade passing rate	Percent students who fail 1 core course (HS only)	Percent students who fail 1 core course (HS only)	Percent students who fail 1 core course (HS only)	Percent students who fail 1 core course (HS only)	Percent students who fail 1 core course (HS only)	Percent students who fail 1 core course (HS only)	a-ovpe-i1		X		#N/A	75.8	percentage	2.98	2.99	3.49	3.5	3.99	4	4.5	4.51
130	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Performance	4A	Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Overall Performance	Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.	4A-i	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Admin Data	Constructed by MCIEA staff	TRUE	FALSE		Percent students who fail 2 core courses (HS only)	Percent students who fail 2 core courses (HS only)	Percent students who fail 2 core courses (HS only)	Percent students who fail 2 core courses (HS only)	Percent students who fail 2 core courses (HS only)	Percent students who fail 2 core courses (HS only)	a-ovpe-i2		X		#N/A	1	percentage	2.98	2.99	3.49	3.5	3.99	4	4.5	4.51
131	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Performance	4A	Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Overall Performance	Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.	4A-i	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	Relative to what you know of students this age, how academically able are your students?	Relative to what you know of students this age, how academically able are your students?	Relative to what you know of students this age, how much effort did your students put forth in your class this year?	Relative to what you know of students this age, how much effort did your students put forth in your class this year?	Relative to what you know of students this age, how much effort did your students put forth in your class this year?	Relative to what you know of students this age, how much effort did your students put forth in your class this year?	Relative to what you know of students this age, how much effort did your students put forth in your class this year?	t-sach-q1				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
132	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Performance	4A	Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Overall Performance	Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.	4A-i	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?	If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?	If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?	If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?	If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?	If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?	If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?	t-sach-q2				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
133	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Performance	4A	Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Overall Performance	Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.	4A-i	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Teachers		TRUE	TRUE	If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?	If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?	If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?	If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?	If an observer sat in on one of your classes for a week, how would she or he rate your students?	If an observer sat in on one of your classes for a week, how would she or he rate your students?	If an observer sat in on one of your classes for a week, how would she or he rate your students?	t-sach-q3				#N/A			2.48	2.49	2.99	3	3.49	3.5	4.5	4.51
134	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Performance	4A	Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Performance Growth	Includes an asessment of student progression towards key learning goals.	4A-ii	2.98	2.99	3.49	3.5	3.99	4	4.5	4.51	No source			FALSE	Performance Growth	Performance Growth	Performance Growth	Performance Growth	Performance Growth	Performance Growth	Performance Growth	n/a				#N/A		n/a	2.98	2.99	3.49	3.5	3.99	4	4.5	4.51
135	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Student Commitment To Learning	4B	Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Engagement In School	Draws on anonymous student reports about their level of focus, participation, and interest in class.	4B-i	2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41	Students		TRUE	TRUE	How excited are you about going to this class?	How excited are you about going to this class?	How excited are you about going to this class?	How excited are you about going to this class?	How excited are you about going to this class?	How excited are you about going to this class?	How excited are you about going to this class?	s-sten-q1				Q27			2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41
136	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Student Commitment To Learning	4B	Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Engagement In School	Draws on anonymous student reports about their level of focus, participation, and interest in class.	4B-i	2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41	Students		TRUE	TRUE	Overall, how interested are you in this class?	Overall, how interested are you in this class?	Overall, how interested are you in this class?	Overall, how interested are you in this class?	Overall, how interested are you in this class?	Overall, how interested are you in this class?	Overall, how interested are you in this class?	s-sten-q2			X	Q28			2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41
137	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Student Commitment To Learning	4B	Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Engagement In School	Draws on anonymous student reports about their level of focus, participation, and interest in class.	4B-i	2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41	Students		TRUE	TRUE	How often do you get so focused on class activities that you lose track of time?	How often do you get so focused on class activities that you lose track of time?	How often do you get so focused on class activities that you lose track of time?	How often do you get so focused on class activities that you lose track of time?	How often do you get so focused on class activities that you lose track of time?	How often do you get so focused on class activities that you lose track of time?	How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE)	s-sten-q3				Q29			2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41
138	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Student Commitment To Learning	4B	Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Degree Completion	Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.	4B-ii	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	Admin Data	MA DESE, 2019-20	TRUE	TRUE	4-year on-time graduation rate (HS only)	4-year on-time graduation rate (HS only)	4-year on-time graduation rate (HS only)	4-year on-time graduation rate (HS only)	4-year on-time graduation rate (HS only)	4-year on-time graduation rate (HS only)	4-year on-time graduation rate (HS only)	a-degr-i1		X		#N/A	80	percentage	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41
139	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Student Commitment To Learning	4B	Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.	2.18	2.19	2.69	2.7	3.19	3.2	4.4	4.41	Degree Completion	Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.	4B-ii	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	Admin Data	MA DESE, 2019-20	TRUE	TRUE	5-year graduation rate (HS only)	5-year graduation rate (HS only)	5-year graduation rate (HS only)	5-year graduation rate (HS only)	5-year graduation rate (HS only)	5-year graduation rate (HS only)	5-year graduation rate (HS only)	a-degr-i3		X		#N/A	85	percentage	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41
140	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Critical Thinking	4C	Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	Problem Solving Emphasis	Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.	4C-i	2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41	Teachers		TRUE	TRUE	How often do students at your school come up with their own interpretations of material?	How often do students at your school come up with their own interpretations of material?	How often do students at your school come up with their own interpretations of material?	How often do students at your school come up with their own interpretations of material?	How often do students at your school come up with their own interpretations of material?	How often do students at your school come up with their own interpretations of material?	How often do students at your school come up with their own interpretations of material?	t-psol-q1				#N/A			2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41
141	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Critical Thinking	4C	Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	Problem Solving Emphasis	Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.	4C-i	2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41	Teachers		TRUE	TRUE	How often do students apply ideas they have learned to new situations?	How often do students apply ideas they have learned to new situations?	How often do students apply ideas they have learned to new situations?	How often do students apply ideas they have learned to new situations?	How often do students apply ideas they have learned to new situations?	How often do students apply ideas they have learned to new situations?	How often do students apply ideas they have learned to new situations?	t-psol-q2				#N/A			2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41
142	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Critical Thinking	4C	Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	Problem Solving Emphasis	Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.	4C-i	2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41	Teachers		TRUE	TRUE	How often do students collaborate in class to solve complex problems either online or in person?	How often do students collaborate in class to solve complex problems either online or in person?	How often do students collaborate in class to solve complex problems either online or in person?	How often do students collaborate in class to solve complex problems either online or in person?	How often do students collaborate in class to solve complex problems?	How often do students collaborate in class to solve complex problems?	How often do students collaborate in class to solve complex problems?	t-psol-q3				#N/A			2.38	2.39	2.89	2.9	3.39	3.4	4.4	4.41
143	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	Critical Thinking	4C	Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	Problem Solving Skills	Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.	4C-ii	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	No source											n/a				#N/A	n/a	n/a	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41
144	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	College & Career Readiness	4D	Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.	2.68	2.69	3.19	3.2	3.69	3.7	4.4	4.41	College & Career Placement	Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.	4D-i	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	Admin Data	NCES, 2016	TRUE	TRUE	Placement in college or career (HS only)	College enrollment rate (HS only)	College enrollment rate (HS only)	College enrollment rate (HS only)	College enrollment rate (HS only)	College enrollment rate (HS only)	College enrollment rate (HS only)	a-cgpr-i1		X		#N/A	65.6	percentage	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41
145	Academic Learning	4	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.	Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.	College & Career Readiness	4D	Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.	2.68	2.69	3.19	3.2	3.69	3.7	4.4	4.41	Career Preparation	Tracks student access to career technical education courses.	4D-ii	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41	Admin Data	Constructed by MCIEA staff	TRUE	FALSE		Percent positive work placement (HS only)	Percent positive work placement (HS only)	Percent positive work placement (HS only)	Percent positive work placement (HS only)	Percent positive work placement (HS only)	Percent positive work placement (HS only)	a-cppm-i1		X		#N/A	85	percentage	2.98	2.99	3.49	3.5	3.99	4	4.4	4.41
146	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Civic Engagement	5A	Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.	2.73	2.74	3.24	3.25	3.74	3.75	4.4	4.41	Appreciation For Diversity	Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.	5A-i	2.48	2.49	2.99	3	3.49	3.5	4.4	4.41	Students		TRUE	TRUE	How often do you try to think of more than one explanation for why someone else acted as they did?	How often do you try to think of more than one explanation for why someone else acted as they did?	How often do you try to think of more than one explanation for why someone else acted as they did?	How often do you try to think of more than one explanation for why someone else acted as they did?	How often do you try to think of more than one explanation for why someone else acted as they did?	How often do you try to think of more than one explanation for why someone else acted as they did?	How often do you try to think of more than one explanation for why someone else acted as they did?	s-sper-q1				Q59			2.48	2.49	2.99	3	3.49	3.5	4.4	4.41
147	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Civic Engagement	5A	Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.	2.73	2.74	3.24	3.25	3.74	3.75	4.4	4.41	Appreciation For Diversity	Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.	5A-i	2.48	2.49	2.99	3	3.49	3.5	4.4	4.41	Students		TRUE	TRUE	Overall, how often do you try to understand the point of view of other people?	Overall, how often do you try to understand the point of view of other people?	Overall, how often do you try to understand the point of view of other people?	Overall, how often do you try to understand the point of view of other people?	Overall, how often do you try to understand the point of view of other people?	Overall, how often do you try to understand the point of view of other people?	Overall, how often do you try to understand the point of view of other people?	s-sper-q2				Q60			2.48	2.49	2.99	3	3.49	3.5	4.4	4.41
148	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Civic Engagement	5A	Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.	2.73	2.74	3.24	3.25	3.74	3.75	4.4	4.41	Appreciation For Diversity	Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.	5A-i	2.48	2.49	2.99	3	3.49	3.5	4.4	4.41	Students		TRUE	TRUE	How often do you try to figure out what motivates others to behave as they do?	How often do you try to figure out what motivates others to behave as they do?	How often do you try to figure out what motivates others to behave as they do?	How often do you try to figure out what motivates others to behave as they do?	How often do you try to figure out what motivates others to behave as they do?	How often do you try to figure out what motivates others to behave as they do?	How often do you try to figure out what motivates others to behave as they do?	s-sper-q3				Q61			2.48	2.49	2.99	3	3.49	3.5	4.4	4.41
149	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Civic Engagement	5A	Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.	2.73	2.74	3.24	3.25	3.74	3.75	4.4	4.41	Appreciation For Diversity	Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.	5A-i	2.48	2.49	2.99	3	3.49	3.5	4.4	4.41	Students		TRUE	TRUE	In general, how often do you try to understand how other people see things?	In general, how often do you try to understand how other people see things?	In general, how often do you try to understand how other people see things?	In general, how often do you try to understand how other people see things?	In general, how often do you try to understand how other people see things?	In general, how often do you try to understand how other people see things?	In general, how often do you try to understand how other people see things?	s-sper-q4			X	Q62			2.48	2.49	2.99	3	3.49	3.5	4.4	4.41
150	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Civic Engagement	5A	Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.	2.73	2.74	3.24	3.25	3.74	3.75	4.4	4.41	Civic Participation	Draws on anonymous student reports about their commitment to social awareness and community improvement.	5A-ii	2.48	2.49	2.99	3	3.49	3.5	4.4	4.41	Students		TRUE	TRUE	How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?	How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?	How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?	How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?	How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?	How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?	How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?	s-civp-q1				Q30			2.48	2.49	2.99	3	3.49	3.5	4.4	4.41
151	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Civic Engagement	5A	Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.	2.73	2.74	3.24	3.25	3.74	3.75	4.4	4.41	Civic Participation	Draws on anonymous student reports about their commitment to social awareness and community improvement.	5A-ii	2.48	2.49	2.99	3	3.49	3.5	4.4	4.41	Students		TRUE	TRUE	How important is it to you to get involved in improving your community?	How important is it to you to get involved in improving your community?	How important is it to you to get involved in improving your community?	How important is it to you to get involved in improving your community?	How important is it to you to get involved in improving your community?	How important is it to you to get involved in improving your community?	How important is it to you to get involved in improving your community?	s-civp-q2				Q31			2.48	2.49	2.99	3	3.49	3.5	4.4	4.41
152	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Civic Engagement	5A	Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.	2.73	2.74	3.24	3.25	3.74	3.75	4.4	4.41	Civic Participation	Draws on anonymous student reports about their commitment to social awareness and community improvement.	5A-ii	2.48	2.49	2.99	3	3.49	3.5	4.4	4.41	Students		TRUE	TRUE	How important is it to you to actively challenge inequalities in society?	How important is it to you to actively challenge inequalities in society?	How important is it to you to actively challenge inequalities in society?	How important is it to you to actively challenge inequalities in society?	How important is it to you to actively challenge inequalities in society?	How important is it to you to actively challenge inequalities in society?	How important is it to you to actively challenge inequalities in society?	s-civp-q3				Q32			2.48	2.49	2.99	3	3.49	3.5	4.4	4.41
153	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Civic Engagement	5A	Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.	2.73	2.74	3.24	3.25	3.74	3.75	4.4	4.41	Civic Participation	Draws on anonymous student reports about their commitment to social awareness and community improvement.	5A-ii	2.48	2.49	2.99	3	3.49	3.5	4.4	4.41	Students		TRUE	TRUE	How important is it to you to take action when something in society needs changing?	How important is it to you to take action when something in society needs changing?	How important is it to you to take action when something in society needs changing?	How important is it to you to take action when something in society needs changing?	How important is it to you to take action when something in society needs changing?	How important is it to you to take action when something in society needs changing?	How important is it to you to take action when something in society needs changing?	s-civp-q4			X	Q33			2.48	2.49	2.99	3	3.49	3.5	4.4	4.41
154	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Work Ethic	5B	Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.	2.355	2.365	2.865	2.875	3.365	3.375	4.35	4.36	Perseverance & Determination	Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.	5B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	If you face a problem while working towards an important goal, how well can you keep working?	If you face a problem while working towards an important goal, how well can you keep working?	If you face a problem while working towards an important goal, how well can you keep working?	If you face a problem while working towards an important goal, how well can you keep working?	If you face a problem while working towards an important goal, how well can you keep working?	If you face a problem while working towards an important goal, how well can you keep working?	If you face a problem while working towards an important goal, how well can you keep working?	s-grit-q1			X	Q63			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
155	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Work Ethic	5B	Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.	2.355	2.365	2.865	2.875	3.365	3.375	4.35	4.36	Perseverance & Determination	Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.	5B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	How important is it to you to finish things you start?	How important is it to you to finish things you start?	How important is it to you to finish things you start?	How important is it to you to finish things you start?	How important is it to you to finish things you start?	How important is it to you to finish things you start?	How important is it to you to finish things you start?	s-grit-q2				Q64			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
156	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Work Ethic	5B	Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.	2.355	2.365	2.865	2.875	3.365	3.375	4.35	4.36	Perseverance & Determination	Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.	5B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	How confident are you that you can remain focused on what you are doing, even when there are distractions?	How confident are you that you can remain focused on what you are doing, even when there are distractions?	How confident are you that you can remain focused on what you are doing, even when there are distractions?	How confident are you that you can remain focused on what you are doing, even when there are distractions?	How confident are you that you can remain focused on what you are doing, even when there are distractions?	How confident are you that you can remain focused on what you are doing, even when there are distractions?	How confident are you that you can remain focused on what you are doing, even when there are distractions?	s-grit-q3				Q65			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
157	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Work Ethic	5B	Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.	2.355	2.365	2.865	2.875	3.365	3.375	4.35	4.36	Perseverance & Determination	Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.	5B-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	If you fail to reach an important goal, how likely are you to try again?	If you fail to reach an important goal, how likely are you to try again?	If you fail to reach an important goal, how likely are you to try again?	If you fail to reach an important goal, how likely are you to try again?	If you fail to reach an important goal, how likely are you to try again?	If you fail to reach an important goal, how likely are you to try again?	If you fail to reach an important goal, how likely are you to try again?	s-grit-q4				Q66			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
158	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Work Ethic	5B	Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.	2.355	2.365	2.865	2.875	3.365	3.375	4.35	4.36	Growth Mindset	Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.	5B-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	How much do you think you can change your own intelligence?	How much do you think you can change your own intelligence?	How much do you think you can change your own intelligence?	How much do you think you can change your own intelligence?	How much do you think you can change your own intelligence?	How much do you think you can change your own intelligence?	Not in the 16-17 Surveys	s-grmi-q1				Q34			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
159	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Work Ethic	5B	Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.	2.355	2.365	2.865	2.875	3.365	3.375	4.35	4.36	Growth Mindset	Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.	5B-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	How much do you think that being bad at math is something someone can change?	How much do you think that being bad at math is something someone can change?	How much do you think that being bad at math is something someone can change?	How much do you think that being bad at math is something someone can change?	How much do you think that being bad at math is something someone can change?	How much do you think that being bad at math is something someone can change?	Not in the 16-17 Surveys	s-grmi-q2			X	Q35			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
160	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Work Ethic	5B	Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.	2.355	2.365	2.865	2.875	3.365	3.375	4.35	4.36	Growth Mindset	Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.	5B-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	How much do you think that struggling as a writer is something someone can change?	How much do you think that struggling as a writer is something someone can change?	How much do you think that struggling as a writer is something someone can change?	How much do you think that struggling as a writer is something someone can change?	How much do you think that struggling as a writer is something someone can change?	How much do you think that struggling as a writer is something someone can change?	Not in the 16-17 Surveys	s-grmi-q3				Q127			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
161	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Work Ethic	5B	Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.	2.355	2.365	2.865	2.875	3.365	3.375	4.35	4.36	Growth Mindset	Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.	5B-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	How much do you think that intelligence is something that can be changed?	How much do you think that intelligence is something that can be changed?	How much do you think that intelligence is something that can be changed?	How much do you think that intelligence is something that can be changed?	How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE)	How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE)	Not in the 16-17 Surveys	s-grmi-q4				Q36			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
162	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Creative & Performing Arts	5C	Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Participation In Creative & Performing Arts	Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.	5C-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Admin Data		TRUE	TRUE	Percent of students enrolled in at least 1 arts course	Hours of arts instruction per student per week	Hours of arts instruction per student per week	Hours of arts instruction per student per week	Hours of arts instruction per student per week	Hours of arts instruction per student per week	Hours of arts instruction per student per week	a-picp-i1				#N/A	77.5 (statewide average in the 22-23 school year)	number	2.98	2.99	3.49	3.5	3.99	4	4.3	4.31
163	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Creative & Performing Arts	5C	Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Participation In Creative & Performing Arts	Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.	5C-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	In a typical week, how much time do you spend in creative arts instruction or activities?	In a typical week, how much time do you spend in creative arts instruction or activities?	In a typical week, how much time do you spend in creative arts instruction or activities?	In a typical week, how much time do you spend in creative arts instruction or activities?	In a typical week, how much time do you spend in creative arts instruction or activities?	In a typical week, how much time do you spend in creative arts instruction or activities?	In a typical week, how much time do you spend in creative arts instruction or activities?	s-expa-q1			X	Q68			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
164	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Creative & Performing Arts	5C	Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Participation In Creative & Performing Arts	Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.	5C-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Teachers		TRUE	TRUE	In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?	t-expa-q2				#N/A			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
165	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Creative & Performing Arts	5C	Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Participation In Creative & Performing Arts	Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.	5C-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Teachers		TRUE	TRUE	In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?	In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?	t-expa-q3				#N/A			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
166	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Creative & Performing Arts	5C	Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Valuing Creative & Performing Arts	Draws on anonymous student reports about their interest in creative or performing arts.	5C-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	How interested are you in visual art—street murals, museum paintings, sculptures, etc.?	How interested are you in visual art—street murals, museum paintings, sculptures, etc.?	How interested are you in visual art—street murals, museum paintings, sculptures, etc.?	How interested are you in visual art—street murals, museum paintings, sculptures, etc.?	If your friends or family wanted to go to an art museum, how interested would you be in going?	If your friends or family wanted to go to an art museum, how interested would you be in going?	If your friends or family wanted to go to an art museum, how interested would you be in going?	s-appa-q1			X	Q37			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
167	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Creative & Performing Arts	5C	Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Valuing Creative & Performing Arts	Draws on anonymous student reports about their interest in creative or performing arts.	5C-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	If your friends or family wanted to go to hear people play music, how interested would you be in going?	If your friends or family wanted to go to hear people play music, how interested would you be in going?	If your friends or family wanted to go to hear people play music, how interested would you be in going?	If your friends or family wanted to go to hear people play music, how interested would you be in going?	If your friends or family wanted to go to hear people play music, how interested would you be in going?	If your friends or family wanted to go to hear people play music, how interested would you be in going?	If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)	s-appa-q2				Q38			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
168	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Creative & Performing Arts	5C	Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Valuing Creative & Performing Arts	Draws on anonymous student reports about their interest in creative or performing arts.	5C-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?	How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?	How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?	How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?	If your friends or family wanted to go to a play, how interested would you be in going?	If your friends or family wanted to go to a play, how interested would you be in going?	If your friends or family wanted to go to a play, how interested would you be in going?	s-appa-q3				Q39			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
169	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Health	5D	Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Social & Emotional Health	Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.	5D-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	On a regular day at school, how often do you feel relaxed?	On a regular day at school, how often do you feel relaxed?	On a regular day at school, how often do you feel relaxed?	On a regular day at school, how often do you feel relaxed?	On a regular day at school, how often do you feel relaxed?	On a regular day at school, how often do you feel relaxed?	On a regular day at school, how often do you feel relaxed?	s-poaf-q1				Q69			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
170	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Health	5D	Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Social & Emotional Health	Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.	5D-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	How often are you enthusiastic at school?	How often are you enthusiastic at school?	How often are you enthusiastic at school?	How often are you enthusiastic at school?	How often are you enthusiastic at school?	How often are you enthusiastic at school?	How often are you enthusiastic at school?	s-poaf-q2				Q70			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
171	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Health	5D	Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Social & Emotional Health	Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.	5D-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	On a normal day in school, how confident do you feel?	On a normal day in school, how confident do you feel?	On a normal day in school, how confident do you feel?	On a normal day in school, how confident do you feel?	On a normal day in school, how confident do you feel?	On a normal day in school, how confident do you feel?	On a normal day in school, how confident do you feel?	s-poaf-q3			X	Q71			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
172	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Health	5D	Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Social & Emotional Health	Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.	5D-i	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Students		TRUE	TRUE	On a normal day in school, how much are you able to concentrate?	On a normal day in school, how much are you able to concentrate?	On a normal day in school, how much are you able to concentrate?	On a normal day in school, how much are you able to concentrate?	On a normal day in school, how much are you able to concentrate?	On a normal day in school, how much are you able to concentrate?	On a normal day in school, how much are you able to concentrate?	s-poaf-q4				Q72			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
173	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Health	5D	Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Physical Health	Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio.	5D-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Teachers		TRUE	TRUE	In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?	t-phya-q2				#N/A			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31
174	Community & Wellbeing	5	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.	Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.	Health	5D	Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Physical Health	Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio.	5D-ii	2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31	Teachers		TRUE	TRUE	In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?	In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?	t-phya-q3				#N/A			2.23	2.24	2.74	2.75	3.24	3.25	4.3	4.31