sqm-dashboards/data/MeasureKey2019.csv

1	Category19	Category18	Category17	qid	qid2017	Category Name	Level	Version	Scale	scalecode	Reverse	Question Text	R1	R2	R3	R4	R5 1-A-i	1-A-i	1-A-i	t-prep-q1	t1aiq1	Professional Qualifications	Teachers		Professional preparation	t-prep		Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?	Not at all comfortable	Slightly comfortable	Somewhat comfortable	Mostly comfortable	Extremely comfortable 1-A-i	1-A-i	1-A-i	t-prep-q2	t1aiq2	Professional Qualifications	Teachers		Professional preparation	t-prep		How prepared are you for teaching the topics that you are expected to teach in your assignment?	Not prepared at all	Slightly prepared	Somewhat prepared	Mostly prepared	Thoroughly prepared 1-A-i	1-A-i	1-A-i	t-prep-q3	t1aiq3	Professional Qualifications	Teachers		Professional preparation	t-prep		How confident are you in working with the student body at your school?	Not at all confident	Slightly confident	Somewhat confident	Mostly confident	Extremely confident 1-A-ii	1-A-ii	1-A-ii	s-peff-q1	s1aiiq1	Effective practices	Students	B	Pedagogical effectiveness	s-peff		Overall, how much have you learned from your [science/math/English/social studies] teacher?	Almost nothing	A little bit	Some	Quite a bit	An incredible amount 1-A-ii	1-A-ii	1-A-ii	s-peff-q2	s1aiiq2	Effective practices	Students	B	Pedagogical effectiveness	s-peff		For this class, how clearly does your [science/math/English/social studies] teacher present the information that you need to learn?	Not at all clearly	A little bit clearly	Somewhat	Quite clearly	Extremely clearly 1-A-ii	1-A-ii	1-A-ii	s-peff-q3	s1aiiq3	Effective practices	Students	B	Pedagogical effectiveness	s-peff		When you need extra help, how good is your [science/math/English/social studies] teacher at giving you that help?	Not at all good	Slightly good	Somewhat good	Quite good	Extremely good 1-A-ii	1-A-ii	1-A-ii	s-peff-q4	s1aiiq5	Effective practices	Students	B	Pedagogical effectiveness	s-peff		How well can your[science/math/English/social studies] teacher tell whether or not you understand a topic?	Not at all well	A little well	Somewhat well	Quite well	Extremely well 1-A-ii	1-A-ii	1-A-ii	s-peff-q5	s1aiiq6	Effective practices	Students	B	Pedagogical effectiveness	s-peff		How interesting does your [science/math/English/social studies] teacher make the things you are learning?	Not at all interesting	A little interesting	Somewhat interesting	Quite interesting	Extremely interesting 1-A-ii	1-A-ii	1-A-ii	s-peff-q6	s1aiiq7	Effective practices	Students	B	Pedagogical effectiveness	s-peff		How good is your [science/math/English/social studies] teacher at helping you learn?	Not at all good	Slightly good	Somewhat good	Quite good	Extremely good 1-A-ii			t-ieff-q1		Effective practices	Teachers		Instructional efficacy	t-ieff		How confident are you in your ability to present material clearly?	Not at all confident	A little bit confident	Somewhat confident	Quite confident	Extremely confident 1-A-ii			t-ieff-q2		Effective practices	Teachers		Instructional efficacy	t-ieff		How confident are you in your ability to identify gaps in student understanding?	Not at all confident	A little bit confident	Somewhat confident	Quite confident	Extremely confident 1-A-ii			t-ieff-q3		Effective practices	Teachers		Instructional efficacy	t-ieff		How confident are you in your ability to provide extra help to students who need it?	Not at all confident	A little bit confident	Somewhat confident	Quite confident	Extremely confident 1-A-ii			t-ieff-q4		Effective practices	Teachers		Instructional efficacy	t-ieff		How confident are you in your ability to make material interesting for students?	Not at all confident	A little bit confident	Somewhat confident	Quite confident	Extremely confident 1-A-iii	1-A-iii	1-B-i	t-pcom-q1	t1biq1	Professional community	Teachers		Professional community	t-pcom		How many teachers in this school feel responsible for helping each other do their best?	None	Some	About half	Most	Nearly all 1-A-iii	1-A-iii	1-B-i	t-pcom-q2	t1biq2	Professional community	Teachers		Professional community	t-pcom		How many teachers in this school take responsibility for improving the school?	None	Some	About half	Most	Nearly all 1-A-iii	1-A-iii	1-B-i	t-pcom-q3	t1biq5	Professional community	Teachers		Professional community	t-pcom		This year, how often have you had conversations with your colleagues about what helps students learn?	Never	Less than once a month	Two or three times a month	Once or twice a week	Almost daily 1-A-iii	1-A-iii	1-B-i	t-pcom-q4	t1biq6	Professional community	Teachers		Professional community	t-pcom		As a faculty, how well do you do talking through views, opinions, and values?	Not at all well	Slightly well	Somewhat well	Quite well	Tremendously well 1-A-iii	1-A-iii	1-B-i	t-pcom-q5	t1biq7	Professional community	Teachers		Professional community	t-pcom		This year, how often have you had colleagues observe your classroom?	Never	Once	Two or three times	Four or five times	More than five times 1-A-iii	1-A-iii	1-B-i	t-pcom-q6	t1biq8	Professional community	Teachers		Professional community	t-pcom		This year, how often have you received useful suggestions for curriculum materials from colleagues?	Never	Once	Two or three times	Four or five times	More than five times 1-B-i	1-B-i	1-B-iii	t-prtr-q1	t1biiiq1.1	Effective leadership	Teachers		Teacher-principal trust	t-prtr		To what extent do you trust your principal at his or her word?	Not at all	A little bit	Somewhat	Quite a bit	A tremendous amount 1-B-i	1-B-i	1-B-iii	t-prtr-q2	t1biiiq1.2	Effective leadership	Teachers		Teacher-principal trust	t-prtr		At your school, how comfortable are you raising concerns with the principal?	Not at all comfortable	Slightly comfortable	Somewhat comfortable	Quite comfortable	Extremely comfortable 1-B-i	1-B-i	1-B-iii	t-prtr-q3	t1biiiq1.3	Effective leadership	Teachers		Teacher-principal trust	t-prtr		How much do you trust your principal to stand up for you in disagreements with parents?	Not at all	A little bit	Somewhat	Quite a bit	A tremendous amount 1-B-i	1-B-i	1-B-iii	t-prtr-q4	t1biiiq1.4	Effective leadership	Teachers		Teacher-principal trust	t-prtr		To what extent do you think your principal has the best interests of the school in mind?	Not at all	A little bit	Somewhat	Quite a bit	Almost entirely 1-B-i	1-B-i	1-B-iii	t-inle-q1	t1biiiq2.1	Effective leadership	Teachers		Instructional leadership	t-inle		How effectively does your principal communicate a clear vision of teaching and learning?	Not at all effectively	Slightly effectively	Somewhat effectively	Quite effectively	Extremely effectively 1-B-i	1-B-i	1-B-iii	t-inle-q2	t1biiiq2.2	Effective leadership	Teachers		Instructional leadership	t-inle		How effectively does your principal press teachers to engage in good pedagogical practice?	Not at all effectively	Slightly effectively	Somewhat effectively	Quite effectively	Very effectively 1-B-i	1-B-i	1-B-iii	t-inle-q3	t1biiiq2.4	Effective leadership	Teachers		Instructional leadership	t-inle		How much does your principal know about what's going on in teachers' classrooms?	Almost nothing	A little bit	A moderate amount	Quite a bit	A tremendous amount 1-B-ii	1-B-ii	1-B-ii	t-qupd-q1	t1biiq1.1	Support for development/growth	Teachers		Quality PD	t-qupd		To what extent has your professional development included enough time to explore new ideas?	Not at all	A little bit	Somewhat	Quite a bit	A tremendous amount 1-B-ii	1-B-ii	1-B-ii	t-qupd-q2	t1biiq1.2	Support for development/growth	Teachers		Quality PD	t-qupd		How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?	Not at all sustained	Slightly sustained	Somewhat sustained	Quite sustained	Thoroughly sustained 1-B-ii	1-B-ii	1-B-ii	t-qupd-q3	t1biiq1.3	Support for development/growth	Teachers		Quality PD	t-qupd		To what extent has your professional development been connected to the topics you teach?	Not at all connected	Slightly connected	Somewhat connected	Quite connected	Tremendously connected 1-B-ii	1-B-ii	1-B-ii	t-qupd-q4	t1biiq1.4	Support for development/growth	Teachers		Quality PD	t-qupd		Overall, how strong has support for your professional growth been?	Not strong at all	Slightly strong	Moderately strong	Quite strong	Extremely strong 1-B-ii	1-B-ii	1-B-ii	t-coll-q1	t1biiq2.1	Support for development/growth	Teachers		Teacher collaboration	t-coll		How often do teachers here work together to plan curriculum and instruction?	Almost never	Once in a while	Sometimes	Frequently	Almost all the time 1-B-ii	1-B-ii	1-B-ii	t-coll-q2	t1biiq2.2	Support for development/growth	Teachers		Teacher collaboration	t-coll		How hard do teachers here work to coordinate their teaching with instruction at other grade levels?	Not hard at all	A little hard	Somewhat hard	Quite hard	Extremely hard 1-B-ii	1-B-ii	1-B-ii	t-coll-q3	t1biiq2.3	Support for development/growth	Teachers		Teacher collaboration	t-coll		How often do teachers here collaborate to make the school run effectively?	Almost never	Once in a while	Sometimes	Frequently	Almost all the time 2-A-i	2-A-i	2-A-i	s-phys-q1	s2aiq1	Student physical safety	Students	B	Physical safety	s-phys	1	How often do you worry about violence at your school?	Almost never worry	Rarely worry	Occasionally worry	Regularly worry	Very frequently worry 2-A-i	2-A-i	2-A-i	s-phys-q2	s2aiq2	Student physical safety	Students	B	Physical safety	s-phys	1	How often do students get into physical fights at your school?	Almost never	Rarely	Occasionally	Regularly	Very frequently 2-A-i	2-A-i	2-A-i	s-phys-q3	s2aiq3	Student physical safety	Students	B	Physical safety	s-phys		Overall, how physically safe do you feel at school?	Extremely unsafe	Quite unsafe	Somewhat safe	Quite safe	Extremely safe 2-A-i	2-A-i	2-A-i	s-phys-q4	s2aiq4	Student physical safety	Students	B	Physical safety	s-phys	1	How often do you feel like you might be harmed by someone at school?	Almost never	Rarely	Occasionally	Regularly	Very frequently 2-A-ii	2-A-ii	2-A-ii	t-pvic-q1	t2aiiq1	Student emotional safety	Teachers		Peer victimization	t-pvic	1	How often are students bullied at school?	Almost never	Rarely	Occasionally	Regularly	Very frequently 2-A-ii	2-A-ii	2-A-ii	t-pvic-q2	t2aiiq2	Student emotional safety	Teachers		Peer victimization	t-pvic	1	How often are students bullied because of who they are?	Almost never	Rarely	Occasionally	Regularly	Very frequently 2-A-ii	2-A-ii	2-A-ii	t-pvic-q3	t2aiiq3	Student emotional safety	Teachers		Peer victimization	t-pvic		Overall, how unkind are students to each other?	Very unkind	Quite unkind	Somewhat unkind	A little bit unkind	Not at all unkind 2-A-ii	2-A-ii	2-A-ii	s-emsa-q1	s2aiiq1	Student emotional safety	Students	A	Emotional safety	s-emsa	1	How often are students unkind to each other at this school?	Almost never	Rarely	Occasionally	Regularly	Very frequently 2-A-ii	2-A-ii	2-A-ii	s-emsa-q2	s2aiiq2	Student emotional safety	Students	A	Emotional safety	s-emsa	1	How often are students at this school unkind to each other online?	Almost never	Rarely	Occasionally	Regularly	Very frequently 2-A-ii	2-A-ii	2-A-ii	s-emsa-q3	s2aiiq3	Student emotional safety	Students	A	Emotional safety	s-emsa	1	How much bullying occurs at this school?	Almost none	A little bit	Some	Quite a bit	A tremendous amount 2-B-i	2-B-i	2-B-i	t-psup-q1	t2biq1	Student sense of belonging	Teachers		Peer support	t-psup		How much do students at this school care about each other?	Don't care at all	Care a little bit	Care somewhat	Care a good amount	Care a lot 2-B-i	2-B-i	2-B-i	t-psup-q2	t2biq2	Student sense of belonging	Teachers		Peer support	t-psup		How often do students at this school help each other learn?	Almost never help	Help once in a while	Help sometimes	Help regularly	Help almost all the time 2-B-i	2-B-i	2-B-i	t-psup-q3	t2biq3	Student sense of belonging	Teachers		Peer support	t-psup		How well do students at this school get along with each other?	Don't get along at all	Get along a little bit	Get along somewhat	Get along quite well	Get along extremely well 2-B-i	2-B-i	2-B-i	t-psup-q4	t2biq4	Student sense of belonging	Teachers		Peer support	t-psup		At this school, how respectful are students to each other?	Not respectful at all	A little bit respectful	Somewhat respectful	Quite respectful	Tremendously respectful 2-B-i	2-B-i	2-B-i	s-sbel-q1	s2biq1	Student sense of belonging	Students	B	Sense of belonging	s-sbel		Overall, how much do you feel like you belong at your school?	Do not belong	Belong a little bit	Belong somewhat	Belong quite a bit	Almost totally belong 2-B-i	2-B-i	2-B-i	s-sbel-q2	s2biq2	Student sense of belonging	Students	B	Sense of belonging	s-sbel		At your school, how accepted do you feel by the other students?	Not at all accepted	A little accepted	Somewhat accepted	Quite accepted	Extremely accepted 2-B-i	2-B-i	2-B-i	s-sbel-q3	s2biq3	Student sense of belonging	Students	B	Sense of belonging	s-sbel		How well do people at your school understand you?	Don't understand me	Understand me a little	Understand me somewhat	Understand me quite a bit	Understand me extremely well 2-B-i	2-B-i	2-B-i	s-sbel-q4	s2biq5	Student sense of belonging	Students	B	Sense of belonging	s-sbel		How much respect do students in your school show you?	No respect at all	A little bit of respect	Some respect	Quite a bit of respect	A great deal of respect 2-B-i	2-B-i	2-B-i	s-sbel-q5	s2biq6	Student sense of belonging	Students	B	Sense of belonging	s-sbel		How connected do you feel to the adults at your school?	Not at all connected	Slightly connected	Somewhat connected	Quite connected	Extremely well connected 2-B-ii	2-B-ii	2-B-ii	s-tint-q1	s2biiq1	Student-teacher relationships	Students	A	Teacher interest in students	s-tint		When your [science/math/English/social studies] teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?	Almost never	Once in awhile	Sometimes	Often	Almost always 2-B-ii	2-B-ii	2-B-ii	s-tint-q2	s2biiq2	Student-teacher relationships	Students	A	Teacher interest in students	s-tint		How interested in your [science/math/English/social studies] teacher in what you do outside of class?	Not at all interested	A little bit interested	Somewhat interested	Quite interested	Extremely interested 2-B-ii	2-B-ii	2-B-ii	s-tint-q3	s2biiq3	Student-teacher relationships	Students	A	Teacher interest in students	s-tint		If you walked into class upset, how concerned would your [science/math/English/social studies] teacher be?	Not at all concerned	A little bit concerned	Somewhat concerned	Quite concerned	Extremely concerned 2-B-ii	2-B-ii	2-B-ii	s-tint-q4	s2biiq4	Student-teacher relationships	Students	A	Teacher interest in students	s-tint		If you came back to visit classthree years from now, how excited would your [science/math/English/social studies] teacher be to see you?	Not at all excited	A little bit excited	Somewhat excited	Quite excited	Extremely excited 2-B-ii	2-B-ii	2-B-ii	s-tint-q5	s2biiq5	Student-teacher relationships	Students	A	Teacher interest in students	s-tint		If you had something on your mind, how carefully would your [science/math/English/social studies] teacher listen to you?	Not at all carefully	A little carefully	Somewhat carefully	Quite carefully	Extremely carefully 2-C-i	2-C-i	2-C-i	s-vale-q1	s2ciq1	Valuing of learning	Students	B	Valuing of learning	s-vale		Overall, how important is school to you?	Not at all important	Slightly important	Somewhat important	Quite important	Extremely important 2-C-i	2-C-i	2-C-i	s-vale-q2	s2ciq4	Valuing of learning	Students	B	Valuing of learning	s-vale		How curious are you to learn more about things you talked about in school?	Not at all curious	Slightly curious	Somewhat curious	Quite curious	Extremely curious 2-C-i	2-C-i	2-C-i	s-vale-q3	s2ciq5	Valuing of learning	Students	B	Valuing of learning	s-vale		How much do you enjoy learning in school?	Do not enjoy at all	Enjoy a little bit	Enjoy somewhat	Enjoy quite a bit	Enjoy a tremendous amount 2-C-i	2-C-i	2-C-i	s-vale-q4	s2ciq6	Valuing of learning	Students	B	Valuing of learning	s-vale		How much do you see yourself as a learner?	Don't see myself as a learner at all	See myself as a learner a little bit	See myself somewhat as a learner	See myself as a learner to some extent	See myself completely as a learner 2-C-ii	2-C-ii	2-C-ii	s-acpr-q1	s2ciiq1	Academic challenge	Students	A	Academic press	s-acpr		How much does your [science/math/English/social studies] teacher encourage you to do your best?	Does not encourage me at all	Encourages me a little bit	Encourages me some	Encourages me quite a bit	Encourages me a tremendous amount 2-C-ii	2-C-ii	2-C-ii	s-acpr-q2	s2ciiq2	Academic challenge	Students	A	Academic press	s-acpr		When you feel like giving up on a difficult task, how likely is it that your [science/math/English/social studies] teacher will help you keep trying?	Not at all likely	Slightly likely	Somewhat likely	Quite likely	Extremely likely 2-C-ii	2-C-ii	2-C-ii	s-acpr-q3	s2ciiq3	Academic challenge	Students	A	Academic press	s-acpr		How often does your [science/math/English/social studies] teacher ask you to explain your answers?	Almost never	Once in awhile	Sometimes	Often	Almost always 2-C-ii	2-C-ii	2-C-ii	s-acpr-q4	s2ciiq5	Academic challenge	Students	A	Academic press	s-acpr		How often does your [science/math/English/social studies] teacher take time to make sure you understand the material?	Almost never	Once in a while	Sometimes	Often	Almost always 2-C-ii	2-C-ii		t-acch-q1		Academic challenge	Teachers		Academic challenge	t-acch		How well does your school foster academic challenge for all students?	Not at all well	A little well	Somewhat well	Quite well	Extremely well 2-C-ii	2-C-ii		t-acch-q2		Academic challenge	Teachers		Academic challenge	t-acch		How effectively does your school challenge students who are struggling academically?	Not at all effectively	A little bit effectively	Somewhat effectively	Quite effectively	Extremely effectively 2-C-ii	2-C-ii		t-acch-q3		Academic challenge	Teachers		Academic challenge	t-acch		How effectively does your school challenge students who are thriving academically?	Not at all effectively	A little bit effectively	Somewhat effectively	Quite effectively	Extremely effectively 3-A-i	3-A-i	3-A-i	t-reso-q1	t3aiq1	Physical space/materials	Teachers		Access/quality resources	t-reso		How adequate is your access to the materials you need to effectively teach?	Not at all adequate	Somewhat inadequate	Mostly adequate	Totally adequate	More than adequate 3-A-i	3-A-i	3-A-i	t-reso-q2	t3aiq2	Physical space/materials	Teachers		Access/quality resources	t-reso		How adequate is your access to the technology you need to effectively teach?	Not at all adequate	Somewhat inadequate	Mostly adequate	Totally adequate	More than adequate 3-A-i	3-A-i	3-A-i	t-reso-q3	t3aiq3	Physical space/materials	Teachers		Access/quality resources	t-reso		How adequate is the support you receive for using technology?	Not at all adequate	Somewhat inadequate	Mostly adequate	Totally adequate	More than adequate 3-A-i	3-A-i	3-A-i	t-reso-q4	t3aiq4	Physical space/materials	Teachers		Access/quality resources	t-reso		How sufficient is the physical space for school activities?	Not at all sufficient	Somewhat insufficient	Mostly sufficient	Totally sufficient	More than sufficient 3-A-i	3-A-i	3-A-i	t-reso-q5	t3aiq5	Physical space/materials	Teachers		Access/quality resources	t-reso		How well-maintained are school facilities?	Not at all well-maintained	Slightly well-maintained	Moderately well-maintained	Quite well-maintained	Extremely well-maintained 3-A-ii	3-A-ii	3-A-ii	t-sust-q1	t3aiiq1	Content specialists/support	Teachers		Support staff	t-sust		Overall, how effective is the support students receive from non-teaching staff?	Not effective	Slightly effective	Somewhat effective	Effective	Very effective 3-A-ii	3-A-ii	3-A-ii	t-sust-q2	t3aiiq2	Content specialists/support	Teachers		Support staff	t-sust		How adequate is the number of non-teaching support staff?	Not at all adequate	Somewhat inadequate	Mostly adequate	Totally adequate	More than adequate 3-A-ii	3-A-ii	3-A-ii	t-sust-q3	t3aiiq3	Content specialists/support	Teachers		Support staff	t-sust		How often are non-teaching support staff available for students with non-academic issues?	Almost never	Once in a while	Sometimes	Often	Almost always 3-A-ii	3-A-ii	3-A-ii	t-sust-q4	t3aiiq4	Content specialists/support	Teachers		Support staff	t-sust		How often are non-teaching support staff available for students who are struggling academically?	Almost never	Once in a while	Sometimes	Often	Almost always 3-A-ii	3-A-ii	3-A-ii	s-sust-q1	s3aiiq1	Content specialists/support	Students	B	Support staff	s-sust		When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?	Almost never	Once in a while	Sometimes	Often	Almost all the time 3-A-ii	3-A-ii	3-A-ii	s-sust-q2	s3aiiq2	Content specialists/support	Students	B	Support staff	s-sust		When you need help learning something, is there an adult at school other than your teacher who can work with you?	Almost never	Once in a while	Sometimes	Often	Almost all the time 3-B-i	3-B-i	3-B-i	t-curv-q1	t3biq1	Curricular strength/variety	Teachers		Curricular strength/variety	t-curv		Overall, how rigorous is the curriculum that you are expected to teach?	Not at all rigorous	A little bit rigorous	Somewhat rigorous	Rigorous	Very rigorous 3-B-i	3-B-i	3-B-i	t-curv-q2	t3biq2	Curricular strength/variety	Teachers		Curricular strength/variety	t-curv		How coherent is the curriculum that you are expected to teach?	Not at all coherent	A little bit coherent	Somewhat coherent	Coherent	Very coherent 3-B-i	3-B-i	3-B-i	t-curv-q3	t3biq3	Curricular strength/variety	Teachers		Curricular strength/variety	t-curv		If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?	Not at all prepared	A little bit prepared	Somewhat prepared	Prepared	Very prepared 3-B-i	3-B-i	3-B-i	t-curv-q4	t3biq4	Curricular strength/variety	Teachers		Curricular strength/variety	t-curv		How well-rounded is the curriculum that you and your colleagues teach?	Not at all well-rounded	Slightly well-rounded	Somewhat well-rounded	Well-rounded	Very well-rounded 3-B-ii	3-B-ii	3-B-ii	t-cure-q1	t3biiq1	Cultural responsiveness	Teachers		Cultural responsiveness	t-cure		How able are you to integrate material from different cultures into your class?	Not at all able	Slightly able	Somewhat able	Quite able	Extremely able 3-B-ii	3-B-ii	3-B-ii	t-cure-q2	t3biiq2	Cultural responsiveness	Teachers		Cultural responsiveness	t-cure		How often do you integrate culturally diverse content into your teaching?	Almost never	Once in awhile	Sometimes	Quite a bit	A great deal 3-B-ii	3-B-ii	3-B-ii	t-cure-q3	t3biiq3	Cultural responsiveness	Teachers		Cultural responsiveness	t-cure		How often do you use teaching strategies to facilitate learning among culturally diverse students?	Almost never	Once in awhile	Sometimes	Quite a bit	A great deal 3-B-ii	3-B-ii	3-B-ii	t-cure-q4	t3biiq4	Cultural responsiveness	Teachers		Cultural responsiveness	t-cure		How motivated are you to integrate culturally diverse content in your classroom?	Not motivated	Slightly motivated	Somewhat motivated	Quite motivated	Extremely motivated 3-B-ii	3-B-ii		s-cure-q1		Cultural responsiveness	Students	A	Cultural relevance	s-cure		In your classes, how often do you see people like you represented in what you study?	Almost never	Once in a while	Sometimes	Quite often	A great deal 3-B-ii	3-B-ii		s-cure-q2		Cultural responsiveness	Students	A	Cultural relevance	s-cure		In your classes, how often do you see many different kinds of people represented in what you study?	Almost never	Once in a while	Sometimes	Quite often	A great deal 3-B-ii	3-B-ii		s-cure-q3		Cultural responsiveness	Students	A	Cultural relevance	s-cure		How valued do you think all students' home cultures and languages are in the school curriculum?	Not at all valued	Slightly valued	Somewhat valued	Quite valued	Tremendously valued 3-B-ii	3-B-ii		s-cure-q4		Cultural responsiveness	Students	A	Cultural relevance	s-cure		How valued do you think your home culture and language are in the school curriculum?	Not at all valued	Slightly valued	Somewhat valued	Quite valued	Tremendously valued 3-C-i	3-C-i	3-C-i	t-peng-q1	t3ciq1	Family-school relationships	Teachers		Parental engagement	t-peng		How often do you connect with parents at your school?	Almost never connect	Connect once or twice per year	Connect every few months	Connect monthly	Connect eery few weeks 3-C-i	3-C-i	3-C-i	t-peng-q2	t3ciq2	Family-school relationships	Teachers		Parental engagement	t-peng		How involved have parents been in fundraising efforts at your school?	Not at all involved	A little bit involved	Somewhat involved	Quite involved	Extremely involved 3-C-i	3-C-i	3-C-i	t-peng-q3	t3ciq3	Family-school relationships	Teachers		Parental engagement	t-peng		How involved have parents been with parent groups at your school?	Not at all involved	A little bit involved	Somewhat involved	Quite involved	Extremely involved 3-C-i	3-C-i	3-C-i	t-peng-q4	t3ciq4	Family-school relationships	Teachers		Parental engagement	t-peng		How often does the average parent help out at your school?	Almost never	Once or twice per year	Every few months	Monthly	Every few weeks 3-C-ii	3-C-ii	3-C-ii	t-ceng-q1	t3ciiq1	Community involvement	Teachers		Community engagement	t-ceng		How effectively does this school connect with immigrant parents, providing translation when necessary?	Not at all effectively	Slightly effectively	Somewhat effectively	Effectively	Very effectively 3-C-ii	3-C-ii	3-C-ii	t-ceng-q2	t3ciiq2	Community involvement	Teachers		Community engagement	t-ceng		How effectively does this school respond to the needs and values the surrounding community?	Not at all effectively	Slightly effectively	Somewhat effectively	Effectively	Very effectively 3-C-ii	3-C-ii	3-C-ii	t-ceng-q3	t3ciiq3	Community involvement	Teachers		Community engagement	t-ceng		To what extent are all groups of parents represented in the governance of the school?	Not at all represented	Slightly represented	Somewhat represented	Well represented	Very well represented 3-C-ii	3-C-ii	3-C-ii	t-ceng-q4	t3ciiq4	Community involvement	Teachers		Community engagement	t-ceng		Overall, how effectively does this school connect with the community?	Not at all effectively	Slightly effectively	Somewhat effectively	Effectively	Very effectively 4-A-ii	4-A-ii	4-A-ii	t-sach-q1	t4aiiq1	Performance assessment	Teachers		Student achievement	t-sach		Relative to what you know of students this age, how academically able are your students?	Not able at all	A little able	Somewhat able	Quite able	Extremely able 4-A-ii	4-A-ii	4-A-ii	t-sach-q2	t4aiiq2	Performance assessment	Teachers		Student achievement	t-sach		If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?	Significantly below grade-level average	Somewhat below grade-level average	Average for the grade level	Above grade-level average	Significantly above grade-level average 4-A-ii	4-A-ii	4-A-ii	t-sach-q3	t4aiiq3	Performance assessment	Teachers		Student achievement	t-sach		If an observer sat in on one of your classes for a week, how would s/he rate your students?	Significantly below grade-level average	Somewhat below grade-level average	Average for the grade level	Above grade-level average	Significantly above grade-level average 4-B-i	4-B-i	4-B-i	s-sten-q1	s4biq1	Engagement in school	Students	A	Student engagement	s-sten		How excited are you about going to this class?	Not at all excited	A little bit excited	Somewhat excited	Quite excited	Extremely excited 4-B-i	4-B-i	4-B-i	s-sten-q2	s4biq2	Engagement in school	Students	A	Student engagement	s-sten		Overall, how interested are you in this class?	Not at all interested	A little bit interested	Somewhat interested	Quite interested	Extremely interested 4-B-i	4-B-i	4-B-i	s-sten-q3	s4biq3	Engagement in school	Students	A	Student engagement	s-sten		How often do you get so focused on class activities that you lose track of time?	Almost never	Once in a while	Sometimes	Often	Very often 4-C-i	4-C-i	4-C-i	t-psol-q1	t4ciq1	Problem solving emphasis	Teachers		Problem solving	t-psol		How often do students at your school come up with their own interpretations of material?	Almost never	Once in a while	Sometimes	Frequently	Almost always 4-C-i	4-C-i	4-C-i	t-psol-q2	t4ciq2	Problem solving emphasis	Teachers		Problem solving	t-psol		How often do students apply ideas they have learned to new situations?	Almost never	Once in a while	Sometimes	Frequently	Almost always 4-C-i	4-C-i	4-C-i	t-psol-q3	t4ciq3	Problem solving emphasis	Teachers		Problem solving	t-psol		How often do students collaborate in class to solve complex problems?	Almost never	Once in a while	Sometimes	Frequently	Almost always 5-A-i	5-A-i	5-A-i	s-sper-q1	s5aiq2	Appreciation for diversity	Students	A	Social perspective taking	s-sper		How often do you try to think of more than one explanation for why someone else acted as they did?	Almost never	Once in a while	Sometimes	Often	Very frequently 5-A-i	5-A-i	5-A-i	s-sper-q2	s5aiq3	Appreciation for diversity	Students	A	Social perspective taking	s-sper		Overall, how often do you try to understand the point of view of other people?	Almost never	Once in a while	Sometimes	Often	Very frequently 5-A-i	5-A-i	5-A-i	s-sper-q3	s5aiq4	Appreciation for diversity	Students	A	Social perspective taking	s-sper		How often do you try to figure out what motivates others to behave as they do?	Almost never	Once in a while	Sometimes	Often	Very frequently 5-A-i	5-A-i	5-A-i	s-sper-q4	s5aiq5	Appreciation for diversity	Students	A	Social perspective taking	s-sper		In general, how often do you try to understand how other people see things?	Almost never	Once in a while	Sometimes	Often	Very frequently 5-A-ii	5-A-ii	5-A-ii	s-civp-q1	s5aiiq1	Civic participation	Students	A	Civic participation	s-civp		How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?	Not at all	A little bit	Somewhat	Quite a bit	A great deal 5-A-ii	5-A-ii	5-A-ii	s-civp-q2	s5aiiq2	Civic participation	Students	A	Civic participation	s-civp		How important is it to you to get involved in improving your community?	Not at all important	Slightly important	Somewhat important	Quite important	Extremely important 5-A-ii	5-A-ii	5-A-ii	s-civp-q3	s5aiiq3	Civic participation	Students	A	Civic participation	s-civp		How important is it to you to actively challenge inequalities in society?	Not at all important	Slightly important	Somewhat	Quite important	Extremely important 5-A-ii	5-A-ii	5-A-ii	s-civp-q4	s5aiiq4	Civic participation	Students	A	Civic participation	s-civp		How important is it to you to take action when something in society needs changing?	Not at all important	Slightly important	Somewhat important	Quite important	Extremely important 5-B-i	5-B-i	5-B-i	s-grit-q1	s5biq1	Perseverance and determination	Students	B	Grit	s-grit		If you face a problem while working towards an important goal, how well can you keep working?	Not well at all	Slightly well	Somewhat well	Quite well	Extremely well 5-B-i	5-B-i	5-B-i	s-grit-q2	s5biq2	Perseverance and determination	Students	B	Grit	s-grit		How important is it to you to finish things you start?	Not at all important	Slightly important	Somewhat important	Quite important	Extremely important 5-B-i	5-B-i	5-B-i	s-grit-q3	s5biq3	Perseverance and determination	Students	B	Grit	s-grit		How confident are you that you can remain focused on what you are doing, even when there are distractions?	Not at all confident	Slightly confident	Somewht confident	Quite confident	Extremely confident 5-B-i	5-B-i	5-B-i	s-grit-q4	s5biq4	Perseverance and determination	Students	B	Grit	s-grit		If you fail to reach an important goal, how likely are you to try again?	Not likely at all	Slightly likely	Somewhat likely	Quite likely	Extremely likely 5-B-ii	5-B-ii	5-B-ii	s-grmi-q1	s5biiq1	Growth mindset	Students	A	Growth mindset	s-grmi		How much do you think you can change your own intelligence?	Can't change it at all	Can change it a bit	Can change it somewhat	Can change it significantly	Can change it tremendously 5-B-ii	5-B-ii	5-B-ii	s-grmi-q2	s5biiq2	Growth mindset	Students	A	Growth mindset	s-grmi		How much do you think that being bad at math is something someone can change?	Can't change it at all	Can change it a bit	Can change it somewhat	Can change it significantly	Can change it tremendously 5-B-ii	5-B-ii		s-grmi-q3		Growth mindset	Students	A	Growth mindset	s-grmi		How much do you think that struggling as a writer is something someone can change?	Can't change it at all	Can change it a bit	Can change it somewhat	Can change it significantly	Can change it tremendously 5-B-ii	5-B-ii	5-B-ii	s-grmi-q4	s5biiq3	Growth mindset	Students	A	Growth mindset	s-grmi	1	How much do you think that struggling to understand something means you're bad at it?	Don't think that at all	Think that a little bit	Think that somewhat	Think that quite a bit	Think that very much 5-C-i	5-C-i	5-C-i	t-expa-q1	t5ciq1	Participation in creative and performaing arts	Teachers		Exposure to arts	t-expa		In a typical week at your school, what is the minimum amount of time a student could spend in creative arts instruction or activities?	Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week 5-C-i	5-C-i	5-C-i	t-expa-q2	t5ciq2	Participation in creative and performaing arts	Teachers		Exposure to arts	t-expa		In a typical week at your school, what is the average amount of time students spend in creative arts instruction or activities?	Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week 5-C-i	5-C-i	5-C-i	t-expa-q3	t5ciq3	Participation in creative and performaing arts	Teachers		Exposure to arts	t-expa		In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?	Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week 5-C-i	5-C-i	5-C-i	s-expa-q1	s5ciq1	Participation in creative and performaing arts	Students	B	Exposure to arts	s-expa		In a typical week, how much time do you spend in creative arts instruction or activities?	Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week 5-C-ii	5-C-ii	5-C-ii	s-appa-q1	s5ciiq1	Valuing creative and performing arts	Students	A	Appreciation for arts	s-appa		If your friends or family wanted to go to an art museum, how interested would you be in going?	Not at all interested	Slightly interested	Somewhat interested	Quite interested	Extremely interested 5-C-ii	5-C-ii	5-C-ii	s-appa-q2	s5ciiq2	Valuing creative and performing arts	Students	A	Appreciation for arts	s-appa		If your friends or family wanted to go to hear people play music, how interested would you be in going?	Not at all interested	Slightly interested	Somewhat interested	Quite interested	Extremely interested 5-C-ii	5-C-ii	5-C-ii	s-appa-q3	s5ciiq3	Valuing creative and performing arts	Students	A	Appreciation for arts	s-appa		If your friends or family wanted to go to a play, how interested would you be in going?	Not at all interested	Slightly interested	Somewhat interested	Quite interested	Extremely interested 5-D-i	5-D-i	5-D-i	s-poaf-q1	s5diq1	Social emotional health	Students	B	Positive affect	s-poaf		On a regular day at school, how often do you feel relaxed?	Almost never relaxed	Rarely relaxed	Sometimes relaxed	Often relaxed	Very often relaxed 5-D-i	5-D-i	5-D-i	s-poaf-q2	s5diq2	Social emotional health	Students	B	Positive affect	s-poaf		How often are you enthusiastic at school?	Almost never enthusiastic	Rarely enthusiastic	Sometimes enthusiastic	Often enthusiastic	Almost always enthusiastic 5-D-i	5-D-i	5-D-i	s-poaf-q3	s5diq3	Social emotional health	Students	B	Positive affect	s-poaf		On a normal day in school, how confident do you feel?	Not at all confident	A bit confident	Somewhat confident	Significantly confident	Very confident 5-D-i	5-D-i	5-D-i	s-poaf-q4	s5diq4	Social emotional health	Students	B	Positive affect	s-poaf		On a normal day in school, how much are you able to concentrate?	Can't concentrate at all	Can concentrate a bit	Can concentrate somewhat	Can concentrate well	Can concentrate extremely well 5-D-i	5-D-i		s-acst-q1		Social emotional health	Students	B	Academic stress	s-acst	1	On a typical day in school, how stressed do you feel about your schoolwork?	Not at all stressed	A little bit stressed	Somewhat stressed	Quite stressed	Extremely stressed 5-D-i	5-D-i		s-acst-q2		Social emotional health	Students	B	Academic stress	s-acst	1	When you take a test, how much do you worry about doing well?	Not at all worried	A little bit worried	Somewhat worried	Quite worried	Extremely worried 5-D-i	5-D-i		s-acst-q3		Social emotional health	Students	B	Academic stress	s-acst	1	How much do you think that your grades and test scores will determine your future?	Don't think that at all	Think that a little bit	Think that somewhat	Think that quite a bit	Think that very much 5-D-ii	5-D-ii	5-D-ii	t-phya-q1	t5diiq1	Physical health	Teachers		Physical activity	t-phya		In a typical week at your school, what is the minimum amount of time a student could spend engaged in physical activity?	Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week 5-D-ii	5-D-ii	5-D-ii	t-phya-q2	t5diiq2	Physical health	Teachers		Physical activity	t-phya		In a typical week at your school, what is the average amount of time students spend engaged in physical activity?	Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week 5-D-ii	5-D-ii	5-D-ii	t-phya-q3	t5diiq3	Physical health	Teachers		Physical activity	t-phya		In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?	Less than one hour	One hour per week	Two or three hours per week	Four or five hours per week	More than five hours per week