Seed db with survey_item information to keep track of which survey_item is on the short form survey. REcalculate response rate depending on whether school to regular survey or short form survey.
Correct score for short form schools. Finishes #181284202
District,School Name,District Code,School Code,DESE School ID,HS?,School Closed In ,Total Students for Response Rate (2020-21),Total Teachers for Response Rate (2020-21)
Attleboro,Attleboro High School,1,1,160505,X,,1792,114.7
District,School Name,District Code,School Code,DESE School ID,HS?,Short Form Only (2020-21),School Closed In ,Total Students for Response Rate (2020-21),Total Teachers for Response Rate (2020-21)
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,,,a-exp-i1,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Admin Data,"NCES, 2015-16",Percentage teachers National Board certified,Percentage teachers National Board certified,,,a-exp-i2,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Admin Data,Center for Education Data and Research,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,,,a-exp-i3,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Teachers,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Teachers,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,Teachers,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?",,,s-peff-q1,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,,,s-peff-q6,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,,,t-ieff-q1,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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?,,,t-ieff-q2,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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?,,,t-ieff-q3,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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?,,,t-ieff-q4,,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Constructed by MCIEA staff,Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),,,a-pcom-i1,,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Ed Week,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,,,a-pcom-i2,,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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?,t-inle-q3,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,,"Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",,,t-qupd-q4,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,NCES,Student to suspensions ratio,Student to suspensions ratio,,,a-phys-i1,,5.27,ratio,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,Only captured to calculate the ratio,Number of student suspensions,Number of student suspensions,,,a-phys-i2,,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,only captured to calculate the chronic absence ratio,Number of students suspended for 10+ days,Number of students suspended for 10+ days,,,a-phys-i3,,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,How often do you worry about violence at your school?,How often do you worry about violence at your school?,,,s-phys-q1,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,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,,,.,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,"Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?",,,s-phys-q3,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,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,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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?,t-pvic-q1,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,How often are students bullied because of who they are?,How often are students bullied because of who they are?,,,t-pvic-q2,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?",,,t-pvic-q3,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,,,s-emsa-q2,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,How much bullying occurs at this school?,How much bullying occurs at this school?,,,s-emsa-q3,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,,,s-emsa-q1,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",,,t-psup-q4,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,How well do people at your school understand you?,How well do people at your school understand you?,,,s-sbel-q3,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,How much respect do students in your school show you?,How much respect do students in your school show you?,,,s-sbel-q4,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,,,s-tint-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Students,,"Overall, how important is school to you?","Overall, how important is school to you?",,,s-vale-q1,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Students,,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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Students,,How much do you enjoy learning in school?,How much do you enjoy learning in school?,,,s-vale-q3,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Students,,How much do you see yourself as a learner?,How much do you see yourself as a learner?,,,s-vale-q4,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,"MA DESE, 2019-20",Chronic absence rate,Chronic absence rate,,,a-vale-i1,,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Constructed by MCIEA staff,Average daily attendance,Average daily attendance,,,a-vale-i2,,90,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,"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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,,,t-acch-q1,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,,,t-acch-q2,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,,,t-acch-q3,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Admin Data,Constructed by MCIEA staff,Average class size,Average class size,,,a-reso-i1,,20,number,2.68,2.69,3.19,3.2,3.69,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,,,t-reso-q3,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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?,t-reso-q4,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,,How well-maintained are school facilities?,t-reso-q5,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),Student to guidance counselor ratio,Student to guidance counselor ratio,,,a-sust-i1,,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),Student to mental health counselor ratio,Student to mental health counselor ratio,,,a-sust-i2,,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,"NCES, 2007-08",Student to instructional support staff ratio,Student to instructional support staff ratio,,,a-sust-i3,,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,Constructed by MCIEA staff,Student to art teacher ratio,Student to art teacher ratio,,,a-sust-i4,,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,"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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,,,t-sust-q2,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,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?,t-sust-q3,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,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?,t-sust-q4,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,"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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,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,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",,,s-sust-q1,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),,,a-curv-i1,X,90,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),,,a-curv-i2,X,30,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),,,a-curv-i3,X,20,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,"NCES, 2009",Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),,,a-curv-i4,X,36.4,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),,,a-curv-i5,X,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,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,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,"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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,"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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Admin Data,"MA DESE, 2019-20, state average",Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,,,a-cure-i1,,0.26,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Teachers,,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 class?,t-cure-q1,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Teachers,,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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Teachers,,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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Teachers,,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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Students,,"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?",,,s-cure-q1,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Students,,"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?",,,s-cure-q2,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Students,,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?,,,s-cure-q3,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Students,,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?,,,s-cure-q4,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,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,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),,,a-cocu-i1,X,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,How often do you connect with parents at your school?,How often do you connect with parents at your school?,,,t-peng-q1,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,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,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,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,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,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,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,"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 parents, providing translation when necessary?",t-ceng-q1,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,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 the surrounding community?,t-ceng-q2,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,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,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",,,t-ceng-q4,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-i,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,Performance Growth,Performance Growth,,,n/a,,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",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. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,"NCES, 2016",Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),,,a-ovpe-i1,X,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,Constructed by MCIEA staff,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),,,a-ovpe-i2,X,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"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?",,,t-sach-q1,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",,,t-sach-q2,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"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 s/he rate your students?",t-sach-q3,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",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. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,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,,How excited are you about going to this class?,How excited are you about going to this class?,,,s-sten-q1,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,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,,"Overall, how interested are you in this class?","Overall, how interested are you in this class?",,,s-sten-q2,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,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,,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?,,,s-sten-q3,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,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",4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),,,a-degr-i1,X,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,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",Percent students retained in a grade,Percent students retained in a grade,,,a-degr-i2,,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,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",5-year graduation rate (HS only),5-year graduation rate (HS only),,,a-degr-i3,X,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,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,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,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,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,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?,t-psol-q3,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.,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,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes the measure of college-going & persistence and career preparation & placement,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,College-Going & Persistence,Tracks the percentage of students enrolling in college immediately after high school graduation.,4D-i,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",College enrollment rate (HS only),College enrollment rate (HS only),,,a-cgpr-i1,X,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes the measure of college-going & persistence and career preparation & placement,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation & Placement,Tracks student access to career technical education courses and rates of positive career placement after graduation.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,Percent positive work placement (HS only),Percent positive work placement (HS only),,,a-cppm-i1,X,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes the measure of college-going & persistence and career preparation & placement,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation & Placement,Tracks student access to career technical education courses and rates of positive career placement after graduation.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),,,a-cppm-i2,X,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,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,,"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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,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,,"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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,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,,"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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,,,s-grmi-q1,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,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?,,,s-grmi-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,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?,,,s-grmi-q3,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,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?,,s-grmi-q4,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,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,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Students,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,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,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Teachers,,"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 students spend in creative arts instruction or activities?",t-expa-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,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,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Teachers,,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",,,t-expa-q3,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,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,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Admin Data,,Hours of arts instruction per student per week,Hours of arts instruction per student per week,,,a-picp-i1,,,number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,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,,"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?",,s-appa-q1,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,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,,"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?",,,s-appa-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,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,,"How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, 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?",,s-appa-q3,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,How often are you enthusiastic at school?,How often are you enthusiastic at school?,,,s-poaf-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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?",,,s-acst-q1,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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?",,,s-acst-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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?,,s-acst-q3,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,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,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Admin Data,Constructed by MCIEA staff,Medical staff to student ratio,Medical staff to student ratio,,,a-phya-i1,,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,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,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,"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 students spend engaged in physical activity?",t-phya-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,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,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
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,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),Original Item (20-21 surveys) - Do Not Use in Dashboard,Survey Item ID,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
Academic Learning,4,This is a category description.,This is a category short description.,College & Career Readiness,4D,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,College-Going & Persistence,This is a measure description.,4D-i,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Co-Curricular Activities,This is a measure description.,3B-iii,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Census,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),,,,,,a-cocu-i1,X,,#N/A,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Academic Learning,4,This is a category description.,This is a category short description.,College & Career Readiness,4D,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,This is a measure description.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,Percent positive work placement (HS only),Percent positive work placement (HS only),,,,,,a-cppm-i1,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,This is a category description.,This is a category short description.,College & Career Readiness,4D,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,This is a measure description.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),,,,,,a-cppm-i2,X,,#N/A,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,"MA DESE, 2019-20, state average",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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,Constructed by MCIEA staff,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,Constructed by MCIEA staff,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,Constructed by MCIEA staff,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,"NCES, 2009",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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),,,,,,a-curv-i5,X,,#N/A,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,,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,,#N/A,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Academic Learning,4,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Degree Completion,This is a measure description.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),,,,,,a-degr-i1,X,,#N/A,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Degree Completion,This is a measure description.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",Percent students retained in a grade,Percent students retained in a grade,,,,,,a-degr-i2,,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Degree Completion,This is a measure description.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",5-year graduation rate (HS only),5-year graduation rate (HS only),,,,,,a-degr-i3,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,,,,,,a-exp-i1,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Admin Data,"NCES, 2015-16",Percentage teachers National Board certified,Percentage teachers National Board certified,,,,,,a-exp-i2,,,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Admin Data,Center for Education Data and Research,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,,,,,,a-exp-i3,,,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,This is a measure description.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Admin Data,"NCES, 2016",Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),,,,,,a-ovpe-i1,X,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,This is a measure description.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Admin Data,Constructed by MCIEA staff,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),,,,,,a-ovpe-i2,X,,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Admin Data,Constructed by MCIEA staff,Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),,,,,,a-pcom-i1,,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Admin Data,Ed Week,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,,,,,,a-pcom-i2,,,#N/A,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Physical Health,This is a measure description.,5D-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,Constructed by MCIEA staff,Medical staff to student ratio,Medical staff to student ratio,,,,,,a-phya-i1,,,#N/A,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Admin Data,NCES,Student to suspensions ratio,Student to suspensions ratio,,,,,,a-phys-i1,,,#N/A,5.27,ratio,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Admin Data,Only captured to calculate the ratio,Number of student suspensions,Number of student suspensions,,,,,,a-phys-i2,,,#N/A,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Admin Data,only captured to calculate the chronic absence ratio,Number of students suspended for 10+ days,Number of students suspended for 10+ days,,,,,,a-phys-i3,,,#N/A,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Participation In Creative & Performing Arts,This is a measure description.,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Admin Data,,Hours of arts instruction per student per week,Hours of arts instruction per student per week,,,,,,a-picp-i1,,,#N/A,,number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Admin Data,Constructed by MCIEA staff,Average class size,Average class size,,,,,,a-reso-i1,,,#N/A,20,number,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,American School Counselor Association (2005),Student to guidance counselor ratio,Student to guidance counselor ratio,,,,,,a-sust-i1,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,American School Counselor Association (2005),Student to mental health counselor ratio,Student to mental health counselor ratio,,,,,,a-sust-i2,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,"NCES, 2007-08",Student to instructional support staff ratio,Student to instructional support staff ratio,,,,,,a-sust-i3,,,#N/A,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,Constructed by MCIEA staff,Student to art teacher ratio,Student to art teacher ratio,,,,,,a-sust-i4,,,#N/A,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Admin Data,"MA DESE, 2019-20",Chronic absence rate,Chronic absence rate,,,,,,a-vale-i1,,,#N/A,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Admin Data,Constructed by MCIEA staff,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
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Performance Growth,This is a measure description.,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,Performance Growth,Performance Growth,,,,,,n/a,,,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,This is a category description.,This is a category short description.,Critical Thinking,4C,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Skills,This is a measure description.,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
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",,,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",,s-acpr-q2,,,Q23,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,,,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,,s-acpr-q3,,,Q24,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?",,,Not in the 17-18 Surveys,Not in the 16-17 Surveys,,s-acst-q1,,,Q135,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?",,,Not in the 17-18 Surveys,Not in the 16-17 Surveys,,s-acst-q2,,X,Q136,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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 17-18 Surveys,Not in the 16-17 Surveys,,s-acst-q3,,,Q137,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Valuing Creative & Performing Arts,This is a measure description.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?","If your friends or family wanted to go to an art museum, how interested would you be in going?",,s-appa-q1,,X,Q37,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Valuing Creative & Performing Arts,This is a measure description.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument?",,s-appa-q2,,,Q38,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Valuing Creative & Performing Arts,This is a measure description.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, 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?","If your friends or family wanted to go to a play, how interested would you be in going?",,s-appa-q3,,,Q39,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,This is a measure description.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",,,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",,s-civp-q1,,,Q30,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,This is a measure description.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,,,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,,s-civp-q2,,,Q31,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,This is a measure description.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,,,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,,s-civp-q3,,,Q32,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,This is a measure description.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,"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 17-18 Surveys,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,"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 17-18 Surveys,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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 17-18 Surveys,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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 17-18 Surveys,Not in the 16-17 Surveys,,s-cure-q4,,X,Q132,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,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?,How worried are you that you will be bullied because of who you are?,,s-emsa-q1,,X,Q7,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,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?,How often do you think students at your school are bullied online?,,s-emsa-q2,,,Q8,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,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?,How often do you observe students teasing other students at your school?,,s-emsa-q3,,,Q9,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Participation In Creative & Performing Arts,This is a measure description.,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Students,,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",,,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",,s-expa-q1,,X,Q68,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,This is a measure description.,5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?",,,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?",,s-grit-q1,,X,Q63,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,This is a measure description.,5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,How important is it to you to finish things you start?,How important is it to you to finish things you start?,,,How important is it to you to finish things you start?,How important is it to you to finish things you start?,,s-grit-q2,,,Q64,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,This is a measure description.,5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",,,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",,s-grit-q3,,,Q65,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,This is a measure description.,5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",,,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",,s-grit-q4,,,Q66,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Growth Mindset,This is a measure description.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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?,,s-grmi-q1,,,Q34,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Growth Mindset,This is a measure description.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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 good at math is something you can change?,How much do you think that being good at math is something you can change?,,s-grmi-q2,,X,Q35,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Growth Mindset,This is a measure description.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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?,,,,,,s-grmi-q3,,,Q127,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Growth Mindset,This is a measure description.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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?,,How much do you think that needing to try really hard in a subject at school means you can’t be good at it?,How much do you think that needing to try really hard in a subject at school means you can’t be good at it?,,s-grmi-q4,,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,,,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,,s-peff-q6,,X,Q16,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,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,,,Q40,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,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,,,Q41,,.,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,"Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?",,,"Overall, how safe do you feel at school?","Overall, how safe do you feel at school?",,s-phys-q3,,,Q42,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,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,Q43,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",,,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",,s-poaf-q1,,,Q69,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,How often are you enthusiastic at school?,How often are you enthusiastic at school?,,,How often are you enthusiastic at school?,How often are you enthusiastic at school?,,s-poaf-q2,,,Q70,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?",,,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?",,s-poaf-q3,,X,Q71,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",,,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",,s-poaf-q4,,,Q72,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?",,,"Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?",,s-sbel-q1,,,Q44,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?",,,"At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?",,s-sbel-q2,,X,Q45,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,How well do people at your school understand you?,How well do people at your school understand you?,,,How well do people at your school understand you?,How well do people at your school understand you?,,s-sbel-q3,,,Q46,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,How much respect do students in your school show you?,How much respect do students in your school show you?,,,How much respect do students in your school show you?,How much respect do students in your school show you?,,s-sbel-q4,,,Q48,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,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
Community & Wellbeing,5,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,This is a measure description.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,,,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,,s-sper-q1,,,Q59,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,This is a measure description.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",,,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",,s-sper-q2,,,Q60,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,This is a measure description.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,,,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,,s-sper-q3,,,Q61,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,This is a measure description.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"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
Academic Learning,4,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Engagement In School,This is a measure description.,4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,How excited are you about going to this class?,How excited are you about going to this class?,,,How excited are you about going to this class?,How excited are you about going to this class?,,s-sten-q1,,,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Engagement In School,This is a measure description.,4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,"Overall, how interested are you in this class?","Overall, how interested are you in this class?",,,"Overall, how interested are you in this class?","Overall, how interested are you in this class?",,s-sten-q2,,X,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Engagement In School,This is a measure description.,4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,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 interesting do you find the things you learn in school?,How often do you take time outside of class to learn more about what you are studying in class?,,s-sten-q3,,,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Students,,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",,,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",,s-sust-q1,,X,Q56,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Students,,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",,,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",,s-sust-q2,,,Q57,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,This is a measure description.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",,,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",,s-tint-q1,,X,Q17,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,This is a measure description.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,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 is your teacher in what you do outside of class?,How interested is your teacher in what you do outside of class?,,s-tint-q2,,,Q18,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,This is a measure description.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?",,,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?",,s-tint-q3,,,Q19,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,This is a measure description.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?",,,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?",,s-tint-q4,,,Q20,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,This is a measure description.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?",,,"If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?",,s-tint-q5,,,Q21,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"Overall, how important is school to you?","Overall, how important is school to you?",,,"Overall, how important is school to you?","Overall, how important is school to you?",,s-vale-q1,,,Q50,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,,,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,,s-vale-q2,,,Q53,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,How much do you enjoy learning in school?,How much do you enjoy learning in school?,,,How much do you enjoy learning in school?,How much do you enjoy learning in school?,,s-vale-q3,,X,Q54,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,How much do you see yourself as a learner?,How much do you see yourself as a learner?,,,How much do you see yourself as a learner?,How much do you see yourself as a learner?,,s-vale-q4,,,Q55,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,,,,,,t-acch-q1,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,,,,,,t-acch-q2,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,,,,,,t-acch-q3,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,This is a measure description.,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,"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 parents, providing translation when necessary?",t-ceng-q1,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,This is a measure description.,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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 the surrounding community?,t-ceng-q2,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,This is a measure description.,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,,,,,,t-ceng-q3,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,This is a measure description.,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,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 class?,t-cure-q1,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,,,,,,t-cure-q3,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,,,,,,t-cure-q4,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,"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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,"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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,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
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Participation In Creative & Performing Arts,This is a measure description.,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"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 students spend in creative arts instruction or activities?",t-expa-q2,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Participation In Creative & Performing Arts,This is a measure description.,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,,,,,,t-ieff-q1,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,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?,,,,,,t-ieff-q2,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,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?,,,,,,t-ieff-q3,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,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?,,,,,,t-ieff-q4,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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?,t-inle-q3,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,,,,,,t-pcom-q1,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,,,,,,t-pcom-q2,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?",,,,,,t-pcom-q5,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Resources,3,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,This is a measure description.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How often do you connect with parents at your school?,How often do you connect with parents at your school?,,,,,,t-peng-q1,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,This is a measure description.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,,,,,,t-peng-q2,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,This is a measure description.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,,,,,,t-peng-q3,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,This is a measure description.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Physical Health,This is a measure description.,5D-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,"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 students spend engaged in physical activity?",t-phya-q2,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Physical Health,This is a measure description.,5D-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Academic Learning,4,This is a category description.,This is a category short description.,Critical Thinking,4C,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,This is a measure description.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,,,,,,t-psol-q1,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,This is a category description.,This is a category short description.,Critical Thinking,4C,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,This is a measure description.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,,,,,,t-psol-q2,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,This is a category description.,This is a category short description.,Critical Thinking,4C,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,This is a measure description.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,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?,t-psol-q3,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,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
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,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
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,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
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,"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
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,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?,t-pvic-q1,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,How often are students bullied because of who they are?,How often are students bullied because of who they are?,,,,,,t-pvic-q2,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",,,,,,t-qupd-q4,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,,,,,,t-reso-q1,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,,,,,,t-reso-q2,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,,,,,,t-reso-q3,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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?,t-reso-q4,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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?,t-reso-q5,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,This is a measure description.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,"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? ",,,,t-sach-q1,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,This is a measure description.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",,,,,,t-sach-q2,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,This is a measure description.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,"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 s/he rate your students?",t-sach-q3,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,"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
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,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
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,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?,t-sust-q3,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,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?,t-sust-q4,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
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
Question/item (21-22)
Question/item (20-21)
Original Item (19-20 surveys)
Original Item (20-21 surveys)Original Item (18-19 surveys)
Original Item (17-18 surveys)
Original Item (16-17 surveys)
Original Item (20-21 surveys) - Do Not Use in Dashboard
Survey Item ID
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 & LeadershipAcademic Learning
14
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentCollege & Career Readiness
1A4D
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 practicesThis is a subcategory description.
2.7383333332.18
2.7483333332.19
3.2483333332.69
3.2583333332.7
3.7483333333.19
3.7583333333.2
4.74.4
4.714.41
Professional QualificationsCollege-Going & Persistence
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. This is a measure description.
1A-i4D-i
2.8552.98
2.8652.99
3.3653.49
3.3753.5
3.8653.99
3.8754
4.74.4
4.714.41
Admin Data
Constructed by MCIEA staff, based on research from Kraft and PapayNCES, 2016
Percentage teachers with 5+ years of experienceCollege enrollment rate (HS only)
Percentage teachers with 5+ years of experienceCollege enrollment rate (HS only)
a-exp-i1a-cgpr-i1
X
#N/A
8065.6
percentage
2.98
2.99
3.49
3.5
3.99
4
4.74.4
4.714.41
3
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentLearning Resources
1A3B
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 practicesThis is a subcategory description.
2.7383333332.518888889
2.7483333332.528888889
3.2483333333.028888889
3.2583333333.038888889
3.7483333333.528888889
3.7583333333.538888889
4.74.477777778
4.714.487777778
Professional QualificationsCo-Curricular Activities
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. This is a measure description.
1A-i3B-iii
2.8552.98
2.8652.99
3.3653.49
3.3753.5
3.8653.99
3.8754
4.74.6
4.714.61
Admin Data
NCES, 2015-16Census
Percentage teachers National Board certifiedStudent to co-curricular activities ratio (HS only)
Percentage teachers National Board certifiedStudent to co-curricular activities ratio (HS only)
a-exp-i2a-cocu-i1
X
#N/A
1057
percentageratio
2.98
2.99
3.49
3.5
3.99
4
4.74.6
4.714.61
4
Teachers & LeadershipAcademic Learning
14
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentCollege & Career Readiness
1A4D
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 practicesThis is a subcategory description.
2.7383333332.18
2.7483333332.19
3.2483333332.69
3.2583333332.7
3.7483333333.19
3.7583333333.2
4.74.4
4.714.41
Professional QualificationsCareer Preparation & Placement
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. This is a measure description.
1A-i4D-ii
2.8552.98
2.8652.99
3.3653.49
3.3753.5
3.8653.99
3.8754
4.74.4
4.714.41
Admin Data
Center for Education Data and ResearchConstructed by MCIEA staff
Percentage teachers teaching in area of licensurePercent positive work placement (HS only)
Percentage teachers teaching in area of licensurePercent positive work placement (HS only)
a-exp-i3a-cppm-i1
X
#N/A
9585
percentage
2.98
2.99
3.49
3.5
3.99
4
4.74.4
4.714.41
5
Teachers & LeadershipAcademic Learning
14
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentCollege & Career Readiness
1A4D
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 practicesThis is a subcategory description.
2.7383333332.18
2.7483333332.19
3.2483333332.69
3.2583333332.7
3.7483333333.19
3.7583333333.2
4.74.4
4.714.41
Professional QualificationsCareer Preparation & Placement
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. This is a measure description.
1A-i4D-ii
2.8552.98
2.8652.99
3.3653.49
3.3753.5
3.8653.99
3.8754
4.74.4
4.714.41
TeachersAdmin Data
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?Student to career-technical education courses (HS only)
Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?Student to career-technical education courses (HS only)
t-prep-q1a-cppm-i2
X
#N/A
ratio
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.4
4.714.41
6
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentLearning Resources
1A3B
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 practicesThis is a subcategory description.
2.7383333332.518888889
2.7483333332.528888889
3.2483333333.028888889
3.2583333333.038888889
3.7483333333.528888889
3.7583333333.538888889
4.74.477777778
4.714.487777778
Professional QualificationsCultural Responsiveness
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. This is a measure description.
1A-i3B-ii
2.8552.68
2.8652.69
3.3653.19
3.3753.2
3.8653.69
3.8753.7
4.74.5
4.714.51
TeachersAdmin Data
MA DESE, 2019-20, state average
How prepared are you for teaching the topics that you are expected to teach in your assignment?Teacher-student parity index: % teachers of color/% students of color
How prepared are you for teaching the topics that you are expected to teach in your assignment?Teacher-student parity index: % teachers of color/% students of color
t-prep-q2a-cure-i1
#N/A
0.26
ratio
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.6
4.714.61
7
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentLearning Resources
1A3B
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 practicesThis is a subcategory description.
2.7383333332.518888889
2.7483333332.528888889
3.2483333333.028888889
3.2583333333.038888889
3.7483333333.528888889
3.7583333333.538888889
4.74.477777778
4.714.487777778
Professional QualificationsCurricular Strength & Variety
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. This is a measure description.
1A-i3B-i
2.8552.308571429
2.8652.318571429
3.3652.818571429
3.3752.828571429
3.8653.318571429
3.8753.328571429
4.74.464285714
4.714.474285714
TeachersAdmin Data
Constructed by MCIEA staff
How confident are you in working with the student body at your school?Percent graduates completing MassCORE (HS only)
How confident are you in working with the student body at your school?Percent graduates completing MassCORE (HS only)
t-prep-q3a-curv-i1
X
#N/A
90
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.6
4.714.61
8
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentLearning Resources
1A3B
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 practicesThis is a subcategory description.
2.7383333332.518888889
2.7483333332.528888889
3.2483333333.028888889
3.2583333333.038888889
3.7483333333.528888889
3.7583333333.538888889
4.74.477777778
4.714.487777778
Effective PracticesCurricular Strength & Variety
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.This is a measure description.
1A-ii3B-i
2.482.308571429
2.492.318571429
2.992.818571429
32.828571429
3.493.318571429
3.53.328571429
4.74.464285714
4.714.474285714
StudentsAdmin Data
Constructed by MCIEA staff
Overall, how much have you learned from your teacher?Percent juniors and seniors enrolled in one AP (HS only)
Overall, how much have you learned from your teacher?Percent juniors and seniors enrolled in one AP (HS only)
s-peff-q1a-curv-i2
X
#N/A
30
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.6
4.714.61
9
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentLearning Resources
1A3B
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 practicesThis is a subcategory description.
2.7383333332.518888889
2.7483333332.528888889
3.2483333333.028888889
3.2583333333.038888889
3.7483333333.528888889
3.7583333333.538888889
4.74.477777778
4.714.487777778
Effective PracticesCurricular Strength & Variety
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.This is a measure description.
1A-ii3B-i
2.482.308571429
2.492.318571429
2.992.818571429
32.828571429
3.493.318571429
3.53.328571429
4.74.464285714
4.714.474285714
StudentsAdmin Data
Constructed by MCIEA staff
For this class, how clearly does your teacher present the information that you need to learn?Percent AP test takers scoring 3 or higher (HS only)
For this class, how clearly does your teacher present the information that you need to learn?Percent AP test takers scoring 3 or higher (HS only)
s-peff-q2a-curv-i3
X
#N/A
20
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.6
4.714.61
10
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentLearning Resources
1A3B
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 practicesThis is a subcategory description.
2.7383333332.518888889
2.7483333332.528888889
3.2483333333.028888889
3.2583333333.038888889
3.7483333333.528888889
3.7583333333.538888889
4.74.477777778
4.714.487777778
Effective PracticesCurricular Strength & Variety
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.This is a measure description.
1A-ii3B-i
2.482.308571429
2.492.318571429
2.992.818571429
32.828571429
3.493.318571429
3.53.328571429
4.74.464285714
4.714.474285714
StudentsAdmin Data
NCES, 2009
When you need extra help, how good is your teacher at giving you that help?Percent students of color enrolled in advanced coursework (HS only)
When you need extra help, how good is your teacher at giving you that help?Percent students of color enrolled in advanced coursework (HS only)
s-peff-q3a-curv-i4
X
#N/A
36.4
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.6
4.714.61
11
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentLearning Resources
1A3B
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 practicesThis is a subcategory description.
2.7383333332.518888889
2.7483333332.528888889
3.2483333333.028888889
3.2583333333.038888889
3.7483333333.528888889
3.7583333333.538888889
4.74.477777778
4.714.487777778
Effective PracticesCurricular Strength & Variety
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.This is a measure description.
1A-ii3B-i
2.482.308571429
2.492.318571429
2.992.818571429
32.828571429
3.493.318571429
3.53.328571429
4.74.464285714
4.714.474285714
StudentsAdmin Data
How well can your teacher tell whether or not you understand a topic?Student to number of courses ratio (HS only)
How well can your teacher tell whether or not you understand a topic?Student to number of courses ratio (HS only)
s-peff-q4a-curv-i5
X
#N/A
ratio
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.6
4.714.61
12
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentLearning Resources
1A3B
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 practicesThis is a subcategory description.
2.7383333332.518888889
2.7483333332.528888889
3.2483333333.028888889
3.2583333333.038888889
3.7483333333.528888889
3.7583333333.538888889
4.74.477777778
4.714.487777778
Effective PracticesCurricular Strength & Variety
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.This is a measure description.
1A-ii3B-i
2.482.308571429
2.492.318571429
2.992.818571429
32.828571429
3.493.318571429
3.53.328571429
4.74.464285714
4.714.474285714
StudentsAdmin Data
How interesting does your teacher make the things you are learning?Student to number of electives ratio (completely free choice) (HS only)
How interesting does your teacher make the things you are learning?Student to number of electives ratio (completely free choice) (HS only)
s-peff-q5a-curv-i6
X
#N/A
ratio
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.6
4.714.61
13
Teachers & LeadershipAcademic Learning
14
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentStudent Commitment To Learning
1A4B
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 practicesThis is a subcategory description.
2.7383333332.73
2.7483333332.74
3.2483333333.24
3.2583333333.25
3.7483333333.74
3.7583333333.75
4.74.533333333
4.714.543333333
Effective PracticesDegree Completion
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.This is a measure description.
1A-ii4B-ii
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.4
4.714.41
StudentsAdmin Data
MA DESE, 2019-20
How good is your teacher at helping you learn?4-year on-time graduation rate (HS only)
How good is your teacher at helping you learn?4-year on-time graduation rate (HS only)
s-peff-q6a-degr-i1
X
#N/A
80
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.4
4.714.41
14
Teachers & LeadershipAcademic Learning
14
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentStudent Commitment To Learning
1A4B
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 practicesThis is a subcategory description.
2.7383333332.73
2.7483333332.74
3.2483333333.24
3.2583333333.25
3.7483333333.74
3.7583333333.75
4.74.533333333
4.714.543333333
Effective PracticesDegree Completion
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.This is a measure description.
1A-ii4B-ii
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.4
4.714.41
TeachersAdmin Data
NCES, 2016
How confident are you in your ability to present material clearly?Percent students retained in a grade
How confident are you in your ability to present material clearly?Percent students retained in a grade
t-ieff-q1a-degr-i2
#N/A
2
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.4
4.714.41
15
Teachers & LeadershipAcademic Learning
14
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentStudent Commitment To Learning
1A4B
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 practicesThis is a subcategory description.
2.7383333332.73
2.7483333332.74
3.2483333333.24
3.2583333333.25
3.7483333333.74
3.7583333333.75
4.74.533333333
4.714.543333333
Effective PracticesDegree Completion
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.This is a measure description.
1A-ii4B-ii
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.4
4.714.41
TeachersAdmin Data
MA DESE, 2019-20
How confident are you in your ability to identify gaps in student understanding?5-year graduation rate (HS only)
How confident are you in your ability to identify gaps in student understanding?5-year graduation rate (HS only)
t-ieff-q2a-degr-i3
X
#N/A
85
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.4
4.714.41
16
Teachers & Leadership
1
This is a category description.
This is a category short description.
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 practicesThis is a subcategory description.
2.7383333332.756190476
2.7483333332.766190476
3.2483333333.266190476
3.2583333333.276190476
3.7483333333.766190476
3.7583333333.776190476
4.74.504761905
4.714.514761905
Effective PracticesProfessional Qualifications
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.This is a measure description.
1A-ii1A-i
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.45
4.714.46
TeachersAdmin Data
Constructed by MCIEA staff, based on research from Kraft and Papay
How confident are you in your ability to provide extra help to students who need it?Percentage teachers with 5+ years of experience
How confident are you in your ability to provide extra help to students who need it?Percentage teachers with 5+ years of experience
t-ieff-q3a-exp-i1
80
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.7
4.71
17
Teachers & Leadership
1
This is a category description.
This is a category short description.
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 practicesThis is a subcategory description.
2.7383333332.756190476
2.7483333332.766190476
3.2483333333.266190476
3.2583333333.276190476
3.7483333333.766190476
3.7583333333.776190476
4.74.504761905
4.714.514761905
Effective PracticesProfessional Qualifications
Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.This is a measure description.
1A-ii1A-i
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.74.45
4.714.46
TeachersAdmin Data
NCES, 2015-16
How confident are you in your ability to make material interesting for students?Percentage teachers National Board certified
How confident are you in your ability to make material interesting for students?Percentage teachers National Board certified
t-ieff-q4a-exp-i2
10
percentage
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.7
4.71
18
Teachers & Leadership
1
This is a category description.
This is a category short description.
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 practicesThis is a subcategory description.
2.7383333332.756190476
2.7483333332.766190476
3.2483333333.266190476
3.2583333333.276190476
3.7483333333.766190476
3.7583333333.776190476
4.74.504761905
4.714.514761905
Professional CommunityProfessional Qualifications
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.This is a measure description.
1A-iii1A-i
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.74.45
4.714.46
Admin Data
Constructed by MCIEA staffCenter for Education Data and Research
Percent teacher returning (excluding retirement)Percentage teachers teaching in area of licensure
Percent teacher returning (excluding retirement)Percentage teachers teaching in area of licensure
a-pcom-i1a-exp-i3
8595
percentage
2.98
2.99
3.49
3.5
3.99
4
4.7
4.71
19
Teachers & LeadershipAcademic Learning
14
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentPerformance
1A4A
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 practicesThis is a subcategory description.
2.7383333332.48
2.7483333332.49
3.2483333332.99
3.2583333333
3.7483333333.49
3.7583333333.5
4.74.5
4.714.51
Professional CommunityOverall Performance
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.This is a measure description.
1A-iii4A-i
2.882.396666667
2.892.406666667
3.392.906666667
3.42.916666667
3.893.406666667
3.93.416666667
4.74.566666667
4.714.576666667
Admin Data
Ed WeekNCES, 2016
Percent teachers with 10+ days absentPercent students who fail 1 core course (HS only)
Percent teachers with 10+ days absentPercent students who fail 1 core course (HS only)
a-pcom-i2a-ovpe-i1
X
#N/A
282
percentage
2.98
2.99
3.49
3.5
3.99
4
4.74.5
4.714.51
20
Teachers & LeadershipAcademic Learning
14
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentPerformance
1A4A
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 practicesThis is a subcategory description.
2.7383333332.48
2.7483333332.49
3.2483333332.99
3.2583333333
3.7483333333.49
3.7583333333.5
4.74.5
4.714.51
Professional CommunityOverall Performance
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.This is a measure description.
1A-iii4A-i
2.882.396666667
2.892.406666667
3.392.906666667
3.42.916666667
3.893.406666667
3.93.416666667
4.74.566666667
4.714.576666667
TeachersAdmin Data
Constructed by MCIEA staff
How many teachers in this school feel responsible for helping each other do their best?Percent students who fail 2 core courses (HS only)
How many teachers in this school feel responsible for helping each other do their best?Percent students who fail 2 core courses (HS only)
t-pcom-q1a-ovpe-i2
X
#N/A
1
percentage
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.74.5
4.714.51
21
Teachers & Leadership
1
This is a category description.
This is a category short description.
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 practicesThis is a subcategory description.
2.7383333332.756190476
2.7483333332.766190476
3.2483333333.266190476
3.2583333333.276190476
3.7483333333.766190476
3.7583333333.776190476
4.74.504761905
4.714.514761905
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.This is a measure description.
1A-iii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.74.566666667
4.714.576666667
TeachersAdmin Data
Constructed by MCIEA staff
How many teachers in this school take responsibility for improving the school?Percent teacher returning (excluding retirement)
How many teachers in this school take responsibility for improving the school?Percent teacher returning (excluding retirement)
t-pcom-q2a-pcom-i1
#N/A
85
percentage
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.7
4.71
22
Teachers & Leadership
1
This is a category description.
This is a category short description.
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 practicesThis is a subcategory description.
2.7383333332.756190476
2.7483333332.766190476
3.2483333333.266190476
3.2583333333.276190476
3.7483333333.766190476
3.7583333333.776190476
4.74.504761905
4.714.514761905
Professional Community
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.This is a measure description.
1A-iii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.74.566666667
4.714.576666667
TeachersAdmin Data
Ed Week
This year, how often have you had conversations with your colleagues about what helps students learn?Percent teachers with 10+ days absent
This year, how often have you had conversations with your colleagues about what helps students learn?Percent teachers with 10+ days absent
t-pcom-q3a-pcom-i2
#N/A
28
percentage
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.7
4.71
23
Teachers & LeadershipCommunity & Wellbeing
15
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentHealth
1A5D
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 practicesThis is a subcategory description.
2.7383333332.396666667
2.7483333332.406666667
3.2483333332.906666667
3.2583333332.916666667
3.7483333333.406666667
3.7583333333.416666667
4.74.433333333
4.714.443333333
Professional CommunityPhysical Health
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.This is a measure description.
1A-iii5D-ii
2.882.33
2.892.34
3.392.84
3.42.85
3.893.34
3.93.35
4.74.25
4.714.26
TeachersAdmin Data
Constructed by MCIEA staff
As a faculty, how well do you do talking through views, opinions, and values?Medical staff to student ratio
As a faculty, how well do you do talking through views, opinions, and values?Medical staff to student ratio
t-pcom-q4a-phya-i1
#N/A
750
ratio
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.74.3
4.714.31
24
Teachers & LeadershipSchool Culture
12
This is a category description.
This is a category short description.
Teachers & The Teaching EnvironmentSafety
1A2A
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 practicesThis is a subcategory description.
2.7383333332.23
2.7483333332.24
3.2483333332.74
3.2583333332.75
3.7483333333.24
3.7583333333.25
4.74.3
4.714.31
Professional CommunityStudent Physical Safety
Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.This is a measure description.
1A-iii2A-i
2.882.5675
2.892.5775
3.393.0775
3.43.0875
3.893.5775
3.93.5875
4.74.45
4.714.46
TeachersAdmin Data
NCES
This year, how often have you had colleagues observe your classroom?Student to suspensions ratio
This year, how often have you had colleagues observe your classroom?Student to suspensions ratio
t-pcom-q5a-phys-i1
#N/A
5.27
ratio
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.7
4.71
25
Teachers & LeadershipSchool Culture
12
This is a category description.
This is a category short description.
LeadershipSafety
1B2A
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 & growthThis is a subcategory description.
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.54.3
4.514.31
Effective LeadershipStudent Physical Safety
Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.This is a measure description.
1B-i2A-i
2.482.5675
2.492.5775
2.993.0775
33.0875
3.493.5775
3.53.5875
4.54.45
4.514.46
TeachersAdmin Data
Only captured to calculate the ratio
To what extent do you trust your principal at his or her word?Number of student suspensions
To what extent do you trust your principal at his or her word?Number of student suspensions
t-prtr-q1a-phys-i2
#N/A
n/a
number
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.7
4.514.71
26
Teachers & LeadershipSchool Culture
12
This is a category description.
This is a category short description.
LeadershipSafety
1B2A
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 & growthThis is a subcategory description.
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.54.3
4.514.31
Effective LeadershipStudent Physical Safety
Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.This is a measure description.
1B-i2A-i
2.482.5675
2.492.5775
2.993.0775
33.0875
3.493.5775
3.53.5875
4.54.45
4.514.46
TeachersAdmin Data
only captured to calculate the chronic absence ratio
At your school, how comfortable are you raising concerns with the principal?Number of students suspended for 10+ days
At your school, how comfortable are you raising concerns with the principal?Number of students suspended for 10+ days
t-prtr-q2a-phys-i3
#N/A
n/a
number
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.7
4.514.71
27
Teachers & LeadershipCommunity & Wellbeing
15
This is a category description.
This is a category short description.
LeadershipCreative & Performing Arts
1B5C
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 & growthThis is a subcategory description.
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Effective LeadershipParticipation In Creative & Performing Arts
Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.This is a measure description.
1B-i5C-i
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
TeachersAdmin Data
How much do you trust your principal to stand up for you in disagreements with parents?Hours of arts instruction per student per week
How much do you trust your principal to stand up for you in disagreements with parents?Hours of arts instruction per student per week
t-prtr-q3a-picp-i1
#N/A
number
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.3
4.514.31
28
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
LeadershipFacilities & Personnel
1B3A
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 & growthThis is a subcategory description.
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.5
4.51
Effective LeadershipPhysical Space & Materials
Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.This is a measure description.
1B-i3A-i
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.54.3
4.514.31
TeachersAdmin Data
Constructed by MCIEA staff
How effectively does your principal communicate a clear vision of teaching and learning?Average class size
How effectively does your principal communicate a clear vision of teaching and learning?Average class size
t-inle-q1a-reso-i1
#N/A
20
number
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.9
4.514.91
29
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
LeadershipFacilities & Personnel
1B3A
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 & growthThis is a subcategory description.
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.5
4.51
Effective LeadershipContent Specialists & Support Staff
Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.This is a measure description.
1B-i3A-ii
2.482.396666667
2.492.406666667
2.992.906666667
32.916666667
3.493.406666667
3.53.416666667
4.54.433333333
4.514.443333333
TeachersAdmin Data
American School Counselor Association (2005)
How effectively does your principal press teachers to engage in good pedagogical practice?Student to guidance counselor ratio
How effectively does your principal press teachers to engage in good pedagogical practice?Student to guidance counselor ratio
t-inle-q2a-sust-i1
#N/A
250
ratio
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.9
4.514.91
30
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
LeadershipFacilities & Personnel
1B3A
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 & growthThis is a subcategory description.
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.5
4.51
Effective LeadershipContent Specialists & Support Staff
Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.This is a measure description.
1B-i3A-ii
2.482.396666667
2.492.406666667
2.992.906666667
32.916666667
3.493.406666667
3.53.416666667
4.54.433333333
4.514.443333333
TeachersAdmin Data
American School Counselor Association (2005)
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?Student to mental health counselor ratio
How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?Student to mental health counselor ratio
How much does your principal know about what's going on in teachers' classrooms?
t-inle-q3a-sust-i2
#N/A
250
ratio
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.9
4.514.91
31
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
LeadershipFacilities & Personnel
1B3A
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 & growthThis is a subcategory description.
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.5
4.51
Support For Teaching Development & GrowthContent Specialists & Support Staff
Draws on anonymous teacher reports on the quality of professional development.This is a measure description.
1B-ii3A-ii
2.482.396666667
2.492.406666667
2.992.906666667
32.916666667
3.493.406666667
3.53.416666667
4.54.433333333
4.514.443333333
TeachersAdmin Data
NCES, 2007-08
To what extent has your professional development been connected to the topics you teach?Student to instructional support staff ratio
To what extent has your professional development been connected to the topics you teach?Student to instructional support staff ratio
t-qupd-q1a-sust-i3
#N/A
43.4
ratio
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.9
4.514.91
32
Teachers & LeadershipResources
13
This is a category description.
This is a category short description.
LeadershipFacilities & Personnel
1B3A
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 & growthThis is a subcategory description.
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.5
4.51
Support For Teaching Development & GrowthContent Specialists & Support Staff
Draws on anonymous teacher reports on the quality of professional development.This is a measure description.
1B-ii3A-ii
2.482.396666667
2.492.406666667
2.992.906666667
32.916666667
3.493.406666667
3.53.416666667
4.54.433333333
4.514.443333333
TeachersAdmin Data
Constructed by MCIEA staff
To what extent has your professional development included enough time to explore new ideas?Student to art teacher ratio
To what extent has your professional development included enough time to explore new ideas?Student to art teacher ratio
t-qupd-q3a-sust-i4
#N/A
500
ratio
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.9
4.514.91
33
Teachers & LeadershipSchool Culture
12
This is a category description.
This is a category short description.
LeadershipAcademic Orientation
1B2C
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 & growthThis is a subcategory description.
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.4
4.514.41
Support For Teaching Development & GrowthValuing of Learning
Draws on anonymous teacher reports on the quality of professional development.This is a measure description.
1B-ii2C-i
2.48
2.49
2.99
3
3.49
3.5
4.54.7
4.514.71
TeachersAdmin Data
MA DESE, 2019-20
How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?Chronic absence rate
How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?Chronic absence rate
t-qupd-q2a-vale-i1
#N/A
10
number
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.8
4.514.81
34
Teachers & LeadershipSchool Culture
12
This is a category description.
This is a category short description.
LeadershipAcademic Orientation
1B2C
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 & growthThis is a subcategory description.
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.4
4.514.41
Support For Teaching Development & GrowthValuing of Learning
Draws on anonymous teacher reports on the quality of professional development.This is a measure description.
1B-ii2C-i
2.48
2.49
2.99
3
3.49
3.5
4.54.7
4.514.71
TeachersAdmin Data
Constructed by MCIEA staff
Overall, how strong has support for your professional growth been?Average daily attendance
Overall, how strong has support for your professional growth been?Average daily attendance
t-qupd-q4a-vale-i2
#N/A
90
number
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.8
4.514.81
35
Teachers & LeadershipAcademic Learning
14
This is a category description.
This is a category short description.
LeadershipPerformance
1B4A
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 & growthThis is a subcategory description.
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
Support For Teaching Development & GrowthPerformance Growth
Draws on anonymous teacher reports on the quality of professional development.This is a measure description.
1B-ii4A-ii
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.5
4.51
TeachersNo source
How often do teachers here work together to plan curriculum and instruction?Performance Growth
How often do teachers here work together to plan curriculum and instruction?Performance Growth
t-coll-q1n/a
#N/A
n/a
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.5
4.51
36
Teachers & LeadershipAcademic Learning
14
This is a category description.
This is a category short description.
LeadershipCritical Thinking
1B4C
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 & growthThis is a subcategory description.
2.482.18
2.492.19
2.992.69
32.7
3.493.19
3.53.2
4.54.4
4.514.41
Support For Teaching Development & GrowthProblem Solving Skills
Draws on anonymous teacher reports on the quality of professional development.This is a measure description.
1B-ii4C-ii
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.4
4.514.41
TeachersNo source
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-q2n/a
#N/A
n/a
n/a
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.4
4.514.41
37
Teachers & LeadershipSchool Culture
12
This is a category description.
This is a category short description.
LeadershipAcademic Orientation
1B2C
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 & growthThis is a subcategory description.
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.4
4.514.41
Support For Teaching Development & GrowthAcademic Challenge
Draws on anonymous teacher reports on the quality of professional development.This is a measure description.
1B-ii2C-ii
2.482.68
2.492.69
2.993.19
33.2
3.493.69
3.53.7
4.5
4.51
TeachersStudents
How often do teachers here collaborate to make the school run effectively?How much does your teacher encourage you to do your best?
How often do teachers here collaborate to make the school run effectively?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?
t-coll-q3s-acpr-q1
X
Q22
2.482.68
2.492.69
2.993.19
33.2
3.493.69
3.53.7
4.5
4.51
38
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.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyAcademic Orientation
2A2C
This is a subcategory description.
2.8552.98
2.8652.99
3.3653.49
3.3753.5
3.8653.99
3.8754
4.5754.4
4.5854.41
Student Physical SafetyAcademic Challenge
This is a measure description.
2A-i2C-ii
2.932.68
2.942.69
3.443.19
3.453.2
3.943.69
3.953.7
4.654.5
4.664.51
Admin DataStudents
NCES
Student to suspensions ratioWhen you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
Student to suspensions ratioWhen 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?
a-phys-i1s-acpr-q2
Q23
5.27
ratio
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.74.5
4.714.51
39
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyAcademic Orientation
2A2C
This is a subcategory description.
2.8552.98
2.8652.99
3.3653.49
3.3753.5
3.8653.99
3.8754
4.5754.4
4.5854.41
Student Physical SafetyAcademic Challenge
This is a measure description.
2A-i2C-ii
2.932.68
2.942.69
3.443.19
3.453.2
3.943.69
3.953.7
4.654.5
4.664.51
Admin DataStudents
Only captured to calculate the ratio
Number of student suspensionsHow often does your teacher ask you to explain your answers?
Number of student suspensionsHow 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?
a-phys-i2s-acpr-q3
Q24
n/a
number
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.74.5
4.714.51
40
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyAcademic Orientation
2A2C
This is a subcategory description.
2.8552.98
2.8652.99
3.3653.49
3.3753.5
3.8653.99
3.8754
4.5754.4
4.5854.41
Student Physical SafetyAcademic Challenge
This is a measure description.
2A-i2C-ii
2.932.68
2.942.69
3.443.19
3.453.2
3.943.69
3.953.7
4.654.5
4.664.51
Admin DataStudents
only captured to calculate the chronic absence ratio
Number of students suspended for 10+ daysHow often does your teacher take time to make sure you understand the material?
Number of students suspended for 10+ daysHow 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?
a-phys-i3s-acpr-q4
Q26
n/a
number
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.74.5
4.714.51
41
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyHealth
2A5D
This is a subcategory description.
2.8552.396666667
2.8652.406666667
3.3652.906666667
3.3752.916666667
3.8653.406666667
3.8753.416666667
4.5754.433333333
4.5854.443333333
Student Physical SafetySocial & Emotional Health
This is a measure description.
2A-i5D-i
2.932.23
2.942.24
3.442.74
3.452.75
3.943.24
3.953.25
4.654.3
4.664.31
Students
How often do you worry about violence at your school?On a typical day in school, how stressed do you feel about your schoolwork?
How often do you worry about violence at your school?On a typical day in school, how stressed do you feel about your schoolwork?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
s-phys-q1s-acst-q1
Q135
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.54.3
4.514.31
42
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyHealth
2A5D
This is a subcategory description.
2.8552.396666667
2.8652.406666667
3.3652.906666667
3.3752.916666667
3.8653.406666667
3.8753.416666667
4.5754.433333333
4.5854.443333333
Student Physical SafetySocial & Emotional Health
This is a measure description.
2A-i5D-i
2.932.23
2.942.24
3.442.74
3.452.75
3.943.24
3.953.25
4.654.3
4.664.31
Students
How often do students get into physical fights at your school?When you take a test, how much do you worry about doing well?
How often do students get into physical fights at your school?When you take a test, how much do you worry about doing well?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
s-phys-q2s-acst-q2
X
Q136
.
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.54.3
4.514.31
43
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyHealth
2A5D
This is a subcategory description.
2.8552.396666667
2.8652.406666667
3.3652.906666667
3.3752.916666667
3.8653.406666667
3.8753.416666667
4.5754.433333333
4.5854.443333333
Student Physical SafetySocial & Emotional Health
This is a measure description.
2A-i5D-i
2.932.23
2.942.24
3.442.74
3.452.75
3.943.24
3.953.25
4.654.3
4.664.31
Students
Overall, how physically safe do you feel at school?Typically, how anxious do you feel about your grades?
Overall, how physically safe do you feel at school?Typically, how anxious do you feel about your grades?
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 17-18 Surveys
Not in the 16-17 Surveys
s-phys-q3s-acst-q3
Q137
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.54.3
4.514.31
44
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyCreative & Performing Arts
2A5C
This is a subcategory description.
2.8552.48
2.8652.49
3.3652.99
3.3753
3.8653.49
3.8753.5
4.5754.5
4.5854.51
Student Physical SafetyValuing Creative & Performing Arts
This is a measure description.
2A-i5C-ii
2.932.23
2.942.24
3.442.74
3.452.75
3.943.24
3.953.25
4.654.3
4.664.31
Students
How often do you feel like you might be harmed by someone at school?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
How often do you feel like you might be harmed by someone at school?How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
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?
If your friends or family wanted to go to an art museum, how interested would you be in going?
s-phys-q4s-appa-q1
X
Q37
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.54.3
4.514.31
45
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyCreative & Performing Arts
2A5C
This is a subcategory description.
2.8552.48
2.8652.49
3.3652.99
3.3753
3.8653.49
3.8753.5
4.5754.5
4.5854.51
Student Emotional SafetyValuing Creative & Performing Arts
Draws on anonymous student and teacher reports about the nature of student relationships with each other.This is a measure description.
2A-ii5C-ii
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.54.3
4.514.31
TeachersStudents
How often are students bullied at school or online?If your friends or family wanted to go to hear people play music, how interested would you be in going?
How often are students bullied at school or online?If your friends or family wanted to go to hear people play music, how interested would you be in going?
How often are students bullied at school?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?
If your school had an orchestra or a band, how interested would you be in learning how to play an instrument?
t-pvic-q1s-appa-q2
Q38
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.54.3
4.514.31
46
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyCreative & Performing Arts
2A5C
This is a subcategory description.
2.8552.48
2.8652.49
3.3652.99
3.3753
3.8653.49
3.8753.5
4.5754.5
4.5854.51
Student Emotional SafetyValuing Creative & Performing Arts
Draws on anonymous student and teacher reports about the nature of student relationships with each other.This is a measure description.
2A-ii5C-ii
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.54.3
4.514.31
TeachersStudents
How often are students bullied because of who they are?How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
How often are students bullied because of who they are?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?
If your friends or family wanted to go to a play, how interested would you be in going?
t-pvic-q2s-appa-q3
Q39
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.54.3
4.514.31
47
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyCivic Engagement
2A5A
This is a subcategory description.
2.8552.73
2.8652.74
3.3653.24
3.3753.25
3.8653.74
3.8753.75
4.5754.475
4.5854.485
Student Emotional SafetyCivic Participation
Draws on anonymous student and teacher reports about the nature of student relationships with each other.This is a measure description.
2A-ii5A-ii
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.54.4
4.514.41
TeachersStudents
Overall, how unkind are students to each other?How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
Overall, how unkind are students to each other?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?
t-pvic-q3s-civp-q1
Q30
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.54.4
4.514.41
48
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyCivic Engagement
2A5A
This is a subcategory description.
2.8552.73
2.8652.74
3.3653.24
3.3753.25
3.8653.74
3.8753.75
4.5754.475
4.5854.485
Student Emotional SafetyCivic Participation
Draws on anonymous student and teacher reports about the nature of student relationships with each other.This is a measure description.
2A-ii5A-ii
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.54.4
4.514.41
Students
How often are students at this school unkind to each other online?How important is it to you to get involved in improving your community?
How often are students at this school unkind to each other online?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-emsa-q2s-civp-q2
Q31
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.54.4
4.514.41
49
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyCivic Engagement
2A5A
This is a subcategory description.
2.8552.73
2.8652.74
3.3653.24
3.3753.25
3.8653.74
3.8753.75
4.5754.475
4.5854.485
Student Emotional SafetyCivic Participation
Draws on anonymous student and teacher reports about the nature of student relationships with each other.This is a measure description.
2A-ii5A-ii
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.54.4
4.514.41
Students
How much bullying occurs at this school?How important is it to you to actively challenge inequalities in society?
How much bullying occurs at this school?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-emsa-q3s-civp-q3
Q32
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.54.4
4.514.41
50
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
SafetyCivic Engagement
2A5A
This is a subcategory description.
2.8552.73
2.8652.74
3.3653.24
3.3753.25
3.8653.74
3.8753.75
4.5754.475
4.5854.485
Student Emotional SafetyCivic Participation
Draws on anonymous student and teacher reports about the nature of student relationships with each other.This is a measure description.
2A-ii5A-ii
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.54.4
4.514.41
Students
How often are students unkind to each other at this school?How important is it to you to take action when something in society needs changing?
How often are students unkind to each other at this school?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-emsa-q1s-civp-q4
X
Q33
2.782.48
2.792.49
3.292.99
3.33
3.793.49
3.83.5
4.54.4
4.514.41
51
School CultureResources
23
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsLearning Resources
2B3B
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. This is a subcategory description.
2.232.518888889
2.242.528888889
2.743.028888889
2.753.038888889
3.243.528888889
3.253.538888889
4.54.477777778
4.514.487777778
Student Sense of BelongingCultural Responsiveness
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.This is a measure description.
2B-i3B-ii
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.5
4.51
TeachersStudents
How much do students at this school care about each other?In your classes, how often do you see people like you represented in what you study?
How much do students at this school care about each other?In your classes, how often do you see people like you represented in what you study?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-psup-q1s-cure-q1
Q129
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.54.6
4.514.61
52
School CultureResources
23
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsLearning Resources
2B3B
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. This is a subcategory description.
2.232.518888889
2.242.528888889
2.743.028888889
2.753.038888889
3.243.528888889
3.253.538888889
4.54.477777778
4.514.487777778
Student Sense of BelongingCultural Responsiveness
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.This is a measure description.
2B-i3B-ii
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.5
4.51
TeachersStudents
How often do students at this school help each other learn?In your classes, how often do you see many different kinds of people represented in what you study?
How often do students at this school help each other learn?In your classes, how often do you see many different kinds of people represented in what you study?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-psup-q2s-cure-q2
Q130
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.54.6
4.514.61
53
School CultureResources
23
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsLearning Resources
2B3B
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. This is a subcategory description.
2.232.518888889
2.242.528888889
2.743.028888889
2.753.038888889
3.243.528888889
3.253.538888889
4.54.477777778
4.514.487777778
Student Sense of BelongingCultural Responsiveness
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.This is a measure description.
2B-i3B-ii
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.5
4.51
TeachersStudents
How well do students at this school get along with each other?How valued do you think all students' home cultures and languages are in the school curriculum?
How well do students at this school get along with each other?How valued do you think all students' home cultures and languages are in the school curriculum?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-psup-q3s-cure-q3
Q131
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.54.6
4.514.61
54
School CultureResources
23
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsLearning Resources
2B3B
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. This is a subcategory description.
2.232.518888889
2.242.528888889
2.743.028888889
2.753.038888889
3.243.528888889
3.253.538888889
4.54.477777778
4.514.487777778
Student Sense of BelongingCultural Responsiveness
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.This is a measure description.
2B-i3B-ii
2.232.68
2.242.69
2.743.19
2.753.2
3.243.69
3.253.7
4.5
4.51
TeachersStudents
At this school, how respectful are students to each other?How valued do you think your home culture and language are in the school curriculum?
At this school, how respectful are students to each other?How valued do you think your home culture and language are in the school curriculum?
Not in the 17-18 Surveys
Not in the 16-17 Surveys
t-psup-q4s-cure-q4
X
Q132
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.54.6
4.514.61
55
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.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsSafety
2B2A
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. This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
Student Sense of BelongingStudent Emotional Safety
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.This is a measure description.
2B-i2A-ii
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.5
4.51
Students
Overall, how much do you feel like you belong at your school?How often are students unkind to each other at this school?
Overall, how much do you feel like you belong at your 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?
How worried are you that you will be bullied because of who you are?
s-sbel-q1s-emsa-q1
X
Q7
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.5
4.51
56
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsSafety
2B2A
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. This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
Student Sense of BelongingStudent Emotional Safety
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.This is a measure description.
2B-i2A-ii
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.5
4.51
Students
At your school, how accepted do you feel by the other students?How often are students at this school unkind to each other online?
At your school, how accepted do you feel by the other students?How often are students at this school unkind to each other online?
How often do you think students at your school are bullied online?
How often do you think students at your school are bullied online?
s-sbel-q2s-emsa-q2
Q8
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.5
4.51
57
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsSafety
2B2A
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. This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
Student Sense of BelongingStudent Emotional Safety
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.This is a measure description.
2B-i2A-ii
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.5
4.51
Students
How well do people at your school understand you?How much bullying occurs at this school?
How well do people at your school understand you?How much bullying occurs at this school?
How often do you observe students teasing other students at your school?
How often do you observe students teasing other students at your school?
s-sbel-q3s-emsa-q3
Q9
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.5
4.51
58
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsCreative & Performing Arts
2B5C
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. This is a subcategory description.
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.5
4.51
Student Sense of BelongingParticipation In Creative & Performing Arts
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.This is a measure description.
2B-i5C-i
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.5
4.51
Students
How much respect do students in your school show you?In a typical week, how much time do you spend in creative arts instruction or activities?
How much respect do students in your school show you?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-sbel-q4s-expa-q1
X
Q68
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
59
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsWork Ethic
2B5B
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. This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of BelongingPerseverance & Determination
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.This is a measure description.
2B-i5B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
Students
How connected do you feel to the adults at your school?If you face a problem while working towards an important goal, how well can you keep working?
How connected do you feel to the adults at your school?If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
s-sbel-q5s-grit-q1
X
Q63
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
60
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsWork Ethic
2B5B
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. This is a subcategory description.
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.This is a measure description.
2B-ii5B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
Students
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?How important is it to you to finish things you start?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?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-tint-q1s-grit-q2
Q64
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
61
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsWork Ethic
2B5B
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. This is a subcategory description.
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.This is a measure description.
2B-ii5B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
Students
How interested in your teacher in what you do outside of class?How confident are you that you can remain focused on what you are doing, even when there are distractions?
How interested in your teacher in what you do outside of class?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-tint-q2s-grit-q3
Q65
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
62
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsWork Ethic
2B5B
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. This is a subcategory description.
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.This is a measure description.
2B-ii5B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
Students
If you walked into class upset, how concerned would your teacher be?If you fail to reach an important goal, how likely are you to try again?
If you walked into class upset, how concerned would your teacher be?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-tint-q3s-grit-q4
Q66
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
63
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsWork Ethic
2B5B
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. This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher RelationshipsGrowth Mindset
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.This is a measure description.
2B-ii5B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
Students
If you came back to visit class three years from now, how excited would your teacher be to see you?How much do you think you can change your own intelligence?
If you came back to visit class three years from now, how excited would your teacher be to see you?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?
s-tint-q4s-grmi-q1
Q34
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
64
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
RelationshipsWork Ethic
2B5B
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. This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher RelationshipsGrowth Mindset
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.This is a measure description.
2B-ii5B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
Students
If you had something on your mind, how carefully would your teacher listen to you?How much do you think that being bad at math is something someone can change?
If you had something on your mind, how carefully would your teacher listen to you?How much do you think that being bad at math is something someone can change?
How much do you think that being good at math is something you can change?
How much do you think that being good at math is something you can change?
s-tint-q5s-grmi-q2
X
Q35
2.23
2.24
2.74
2.75
3.24
3.25
4.54.3
4.514.31
65
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationWork Ethic
2C5B
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. This is a subcategory description.
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.64.5
4.614.51
Valuing of LearningGrowth Mindset
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.This is a measure description.
2C-i5B-ii
2.882.23
2.892.24
3.392.74
3.42.75
3.893.24
3.93.25
4.74.3
4.714.31
Students
Overall, how important is school to you?How much do you think that struggling as a writer is something someone can change?
Overall, how important is school to you?How much do you think that struggling as a writer is something someone can change?
s-vale-q1s-grmi-q3
Q127
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.54.3
4.514.31
66
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationWork Ethic
2C5B
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. This is a subcategory description.
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.64.5
4.614.51
Valuing of LearningGrowth Mindset
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.This is a measure description.
2C-i5B-ii
2.882.23
2.892.24
3.392.74
3.42.75
3.893.24
3.93.25
4.74.3
4.714.31
Students
How curious are you to learn more about things you talked about in school?How much do you think that intelligence is something that can be changed?
How curious are you to learn more about things you talked about in school?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?
How much do you think that needing to try really hard in a subject at school means you can’t be good at it?
How much do you think that needing to try really hard in a subject at school means you can’t be good at it?
s-vale-q2s-grmi-q4
Q36
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.54.3
4.514.31
67
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationTeachers & The Teaching Environment
2C1A
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. This is a subcategory description.
2.782.756190476
2.792.766190476
3.293.266190476
3.33.276190476
3.793.766190476
3.83.776190476
4.64.504761905
4.614.514761905
Valuing of LearningEffective Practices
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.This is a measure description.
2C-i1A-ii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.74.4
4.714.41
Students
How much do you enjoy learning in school?Overall, how much have you learned from your teacher?
How much do you enjoy learning in school?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-vale-q3s-peff-q1
Q10
2.682.48
2.692.49
3.192.99
3.23
3.693.49
3.73.5
4.54.7
4.514.71
68
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationTeachers & The Teaching Environment
2C1A
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. This is a subcategory description.
2.782.756190476
2.792.766190476
3.293.266190476
3.33.276190476
3.793.766190476
3.83.776190476
4.64.504761905
4.614.514761905
Valuing of LearningEffective Practices
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.This is a measure description.
2C-i1A-ii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.74.4
4.714.41
Students
How much do you see yourself as a learner?For this class, how clearly does your teacher present the information that you need to learn?
How much do you see yourself as a learner?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-vale-q4s-peff-q2
Q11
2.682.48
2.692.49
3.192.99
3.23
3.693.49
3.73.5
4.54.7
4.514.71
69
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationTeachers & The Teaching Environment
2C1A
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. This is a subcategory description.
2.782.756190476
2.792.766190476
3.293.266190476
3.33.276190476
3.793.766190476
3.83.776190476
4.64.504761905
4.614.514761905
Valuing of LearningEffective Practices
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.This is a measure description.
2C-i1A-ii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.74.4
4.714.41
Admin DataStudents
MA DESE, 2019-20
Chronic absence rateWhen you need extra help, how good is your teacher at giving you that help?
Chronic absence rateWhen 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?
a-vale-i1s-peff-q3
Q12
10
number
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.84.7
4.814.71
70
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationTeachers & The Teaching Environment
2C1A
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. This is a subcategory description.
2.782.756190476
2.792.766190476
3.293.266190476
3.33.276190476
3.793.766190476
3.83.776190476
4.64.504761905
4.614.514761905
Valuing of LearningEffective Practices
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.This is a measure description.
2C-i1A-ii
2.882.98
2.892.99
3.393.49
3.43.5
3.893.99
3.94
4.74.4
4.714.41
Admin DataStudents
Constructed by MCIEA staff
Average daily attendanceHow well can your teacher tell whether or not you understand a topic?
Average daily attendanceHow 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?
a-vale-i2s-peff-q4
Q14
90
number
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.84.7
4.814.71
71
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationTeachers & The Teaching Environment
2C1A
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. This is a subcategory description.
2.782.756190476
2.792.766190476
3.293.266190476
3.33.276190476
3.793.766190476
3.83.776190476
4.64.504761905
4.614.514761905
Academic ChallengeEffective Practices
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description.
2C-ii1A-ii
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.54.4
4.514.41
Students
How much does your teacher encourage you to do your best?How interesting does your teacher make the things you are learning?
How much does your teacher encourage you to do your best?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-acpr-q1s-peff-q5
Q15
2.682.48
2.692.49
3.192.99
3.23
3.693.49
3.73.5
4.54.7
4.514.71
72
School CultureTeachers & Leadership
21
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationTeachers & The Teaching Environment
2C1A
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. This is a subcategory description.
2.782.756190476
2.792.766190476
3.293.266190476
3.33.276190476
3.793.766190476
3.83.776190476
4.64.504761905
4.614.514761905
Academic ChallengeEffective Practices
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description.
2C-ii1A-ii
2.682.98
2.692.99
3.193.49
3.23.5
3.693.99
3.74
4.54.4
4.514.41
Students
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?How good is your teacher at helping you learn?
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?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-acpr-q2s-peff-q6
X
Q16
2.682.48
2.692.49
3.192.99
3.23
3.693.49
3.73.5
4.54.7
4.514.71
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.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationSafety
2C2A
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. This is a subcategory description.
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.64.3
4.614.31
Academic ChallengeStudent Physical Safety
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description.
2C-ii2A-i
2.682.5675
2.692.5775
3.193.0775
3.23.0875
3.693.5775
3.73.5875
4.54.45
4.514.46
Students
How often does your teacher ask you to explain your answers?How often do you worry about violence at your school?
How often does your teacher ask you to explain your answers?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-acpr-q3s-phys-q1
Q40
2.682.78
2.692.79
3.193.29
3.23.3
3.693.79
3.73.8
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.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationSafety
2C2A
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. This is a subcategory description.
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.64.3
4.614.31
Academic ChallengeStudent Physical Safety
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description.
2C-ii2A-i
2.682.5675
2.692.5775
3.193.0775
3.23.0875
3.693.5775
3.73.5875
4.54.45
4.514.46
Students
How often does your teacher take time to make sure you understand the material?How often do students get into physical fights at your school?
How often does your teacher take time to make sure you understand the material?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-acpr-q4s-phys-q2
Q41
.
2.682.78
2.692.79
3.193.29
3.23.3
3.693.79
3.73.8
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.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationSafety
2C2A
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. This is a subcategory description.
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.64.3
4.614.31
Academic ChallengeStudent Physical Safety
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description.
2C-ii2A-i
2.682.5675
2.692.5775
3.193.0775
3.23.0875
3.693.5775
3.73.5875
4.54.45
4.514.46
TeachersStudents
How well does your school foster academic challenge for all students?Overall, how physically safe do you feel at school?
How well does your school foster academic challenge for all students?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?
t-acch-q1s-phys-q3
Q42
2.682.78
2.692.79
3.193.29
3.23.3
3.693.79
3.73.8
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.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationSafety
2C2A
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. This is a subcategory description.
2.782.23
2.792.24
3.292.74
3.32.75
3.793.24
3.83.25
4.64.3
4.614.31
Academic ChallengeStudent Physical Safety
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description.
2C-ii2A-i
2.682.5675
2.692.5775
3.193.0775
3.23.0875
3.693.5775
3.73.5875
4.54.45
4.514.46
TeachersStudents
How effectively does your school challenge students who are struggling academically?How often do you feel like you might be harmed by someone at school?
How effectively does your school challenge students who are struggling academically?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?
t-acch-q2s-phys-q4
X
Q43
2.682.78
2.692.79
3.193.29
3.23.3
3.693.79
3.73.8
4.5
4.51
77
School CultureCommunity & Wellbeing
25
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.This is a category description.
This is the category short description for school culture.This is a category short description.
Academic OrientationHealth
2C5D
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. This is a subcategory description.
2.782.396666667
2.792.406666667
3.292.906666667
3.32.916666667
3.793.406666667
3.83.416666667
4.64.433333333
4.614.443333333
Academic ChallengeSocial & Emotional Health
Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description.
2C-ii5D-i
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.54.3
4.514.31
TeachersStudents
How effectively does your school challenge students who are thriving academically?On a regular day at school, how often do you feel relaxed?
How effectively does your school challenge students who are thriving academically?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?
t-acch-q3s-poaf-q1
Q69
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.54.3
4.514.31
78
ResourcesCommunity & Wellbeing
35
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelHealth
3A5D
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.396666667
2.6441666672.406666667
3.1441666672.906666667
3.1541666672.916666667
3.6441666673.406666667
3.7291666673.416666667
4.6291666674.433333333
4.6391666674.443333333
Physical Space & MaterialsSocial & Emotional Health
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.This is a measure description.
3A-i5D-i
2.5052.23
2.5152.24
3.0152.74
3.0252.75
3.5153.24
3.6753.25
4.5754.3
4.5854.31
Admin DataStudents
Constructed by MCIEA staff
Average class sizeHow often are you enthusiastic at school?
Average class sizeHow often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
a-reso-i1s-poaf-q2
Q70
20
number
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
43.25
4.94.3
4.914.31
79
ResourcesCommunity & Wellbeing
35
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelHealth
3A5D
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.396666667
2.6441666672.406666667
3.1441666672.906666667
3.1541666672.916666667
3.6441666673.406666667
3.7291666673.416666667
4.6291666674.433333333
4.6391666674.443333333
Physical Space & MaterialsSocial & Emotional Health
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.This is a measure description.
3A-i5D-i
2.5052.23
2.5152.24
3.0152.74
3.0252.75
3.5153.24
3.6753.25
4.5754.3
4.5854.31
TeachersStudents
How adequate is your access to the materials you need to effectively teach?On a normal day in school, how confident do you feel?
How adequate is your access to the materials you need to effectively teach?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?
t-reso-q1s-poaf-q3
X
Q71
2.332.23
2.342.24
2.842.74
2.852.75
3.343.24
3.353.25
4.254.3
4.264.31
80
ResourcesCommunity & Wellbeing
35
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelHealth
3A5D
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.396666667
2.6441666672.406666667
3.1441666672.906666667
3.1541666672.916666667
3.6441666673.406666667
3.7291666673.416666667
4.6291666674.433333333
4.6391666674.443333333
Physical Space & MaterialsSocial & Emotional Health
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.This is a measure description.
3A-i5D-i
2.5052.23
2.5152.24
3.0152.74
3.0252.75
3.5153.24
3.6753.25
4.5754.3
4.5854.31
TeachersStudents
How adequate is your access to the technology you need to effectively teach?On a normal day in school, how much are you able to concentrate?
How adequate is your access to the technology you need to effectively teach?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?
t-reso-q2s-poaf-q4
Q72
2.332.23
2.342.24
2.842.74
2.852.75
3.343.24
3.353.25
4.254.3
4.264.31
81
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelRelationships
3A2B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.23
2.6441666672.24
3.1441666672.74
3.1541666672.75
3.6441666673.24
3.7291666673.25
4.6291666674.5
4.6391666674.51
Physical Space & MaterialsStudent Sense of Belonging
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.This is a measure description.
3A-i2B-i
2.5052.23
2.5152.24
3.0152.74
3.0252.75
3.5153.24
3.6753.25
4.5754.5
4.5854.51
TeachersStudents
How adequate is the support you receive for using technology?Overall, how much do you feel like you belong at your school?
How adequate is the support you receive for using technology?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?
t-reso-q3s-sbel-q1
Q44
2.332.23
2.342.24
2.842.74
2.852.75
3.343.24
3.353.25
4.254.5
4.264.51
82
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelRelationships
3A2B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.23
2.6441666672.24
3.1441666672.74
3.1541666672.75
3.6441666673.24
3.7291666673.25
4.6291666674.5
4.6391666674.51
Physical Space & MaterialsStudent Sense of Belonging
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.This is a measure description.
3A-i2B-i
2.5052.23
2.5152.24
3.0152.74
3.0252.75
3.5153.24
3.6753.25
4.5754.5
4.5854.51
TeachersStudents
How sufficient is the physical space for in-school activities during the pandemic?At your school, how accepted do you feel by the other students?
How sufficient is the physical space for in-school activities during the pandemic?At your school, how accepted do you feel by the other students?
How sufficient is the physical space for school activities?
At your school, how accepted do you feel by the other students?
At your school, how accepted do you feel by the other students?
t-reso-q4s-sbel-q2
X
Q45
2.332.23
2.342.24
2.842.74
2.852.75
3.343.24
3.353.25
4.254.5
4.264.51
83
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelRelationships
3A2B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.23
2.6441666672.24
3.1441666672.74
3.1541666672.75
3.6441666673.24
3.7291666673.25
4.6291666674.5
4.6391666674.51
Physical Space & MaterialsStudent Sense of Belonging
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.This is a measure description.
3A-i2B-i
2.5052.23
2.5152.24
3.0152.74
3.0252.75
3.5153.24
3.6753.25
4.5754.5
4.5854.51
TeachersStudents
How well-maintained are school facilities during the pandemic?How well do people at your school understand you?
How well-maintained are school facilities during the pandemic?How well do people at your school understand you?
How well-maintained are school facilities?
How well do people at your school understand you?
How well do people at your school understand you?
t-reso-q5s-sbel-q3
Q46
2.332.23
2.342.24
2.842.74
2.852.75
3.343.24
3.353.25
4.254.5
4.264.51
84
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelRelationships
3A2B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.23
2.6441666672.24
3.1441666672.74
3.1541666672.75
3.6441666673.24
3.7291666673.25
4.6291666674.5
4.6391666674.51
Content Specialists & Support StaffStudent Sense of Belonging
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.This is a measure description.
3A-ii2B-i
2.7633333332.23
2.7733333332.24
3.2733333332.74
3.2833333332.75
3.7733333333.24
3.7833333333.25
4.6833333334.5
4.6933333334.51
Admin DataStudents
American School Counselor Association (2005)
Student to guidance counselor ratioHow much respect do students in your school show you?
Student to guidance counselor ratioHow 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?
a-sust-i1s-sbel-q4
Q48
250
ratio
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.94.5
4.914.51
85
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelRelationships
3A2B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.23
2.6441666672.24
3.1441666672.74
3.1541666672.75
3.6441666673.24
3.7291666673.25
4.6291666674.5
4.6391666674.51
Content Specialists & Support StaffStudent Sense of Belonging
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.This is a measure description.
3A-ii2B-i
2.7633333332.23
2.7733333332.24
3.2733333332.74
3.2833333332.75
3.7733333333.24
3.7833333333.25
4.6833333334.5
4.6933333334.51
Admin DataStudents
American School Counselor Association (2005)
Student to mental health counselor ratioHow connected do you feel to the adults at your school?
Student to mental health counselor ratioHow 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?
a-sust-i2s-sbel-q5
Q49
250
ratio
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.94.5
4.914.51
86
ResourcesCommunity & Wellbeing
35
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelCivic Engagement
3A5A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.73
2.6441666672.74
3.1441666673.24
3.1541666673.25
3.6441666673.74
3.7291666673.75
4.6291666674.475
4.6391666674.485
Content Specialists & Support StaffAppreciation For Diversity
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.This is a measure description.
3A-ii5A-i
2.7633333332.48
2.7733333332.49
3.2733333332.99
3.2833333333
3.7733333333.49
3.7833333333.5
4.6833333334.4
4.6933333334.41
Admin DataStudents
NCES, 2007-08
Student to instructional support staff ratioHow often do you try to think of more than one explanation for why someone else acted as they did?
Student to instructional support staff ratioHow 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?
a-sust-i3s-sper-q1
Q59
43.4
ratio
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.94.4
4.914.41
87
ResourcesCommunity & Wellbeing
35
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelCivic Engagement
3A5A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.73
2.6441666672.74
3.1441666673.24
3.1541666673.25
3.6441666673.74
3.7291666673.75
4.6291666674.475
4.6391666674.485
Content Specialists & Support StaffAppreciation For Diversity
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.This is a measure description.
3A-ii5A-i
2.7633333332.48
2.7733333332.49
3.2733333332.99
3.2833333333
3.7733333333.49
3.7833333333.5
4.6833333334.4
4.6933333334.41
Admin DataStudents
Constructed by MCIEA staff
Student to art teacher ratioOverall, how often do you try to understand the point of view of other people?
Student to art teacher ratioOverall, 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?
a-sust-i4s-sper-q2
Q60
500
ratio
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.94.4
4.914.41
88
ResourcesCommunity & Wellbeing
35
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelCivic Engagement
3A5A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.73
2.6441666672.74
3.1441666673.24
3.1541666673.25
3.6441666673.74
3.7291666673.75
4.6291666674.475
4.6391666674.485
Content Specialists & Support StaffAppreciation For Diversity
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.This is a measure description.
3A-ii5A-i
2.7633333332.48
2.7733333332.49
3.2733333332.99
3.2833333333
3.7733333333.49
3.7833333333.5
4.6833333334.4
4.6933333334.41
TeachersStudents
Overall, how effective is the support students receive from non-teaching staff?How often do you try to figure out what motivates others to behave as they do?
Overall, how effective is the support students receive from non-teaching staff?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?
t-sust-q1s-sper-q3
Q61
2.332.48
2.342.49
2.842.99
2.853
3.343.49
3.353.5
4.254.4
4.264.41
89
ResourcesCommunity & Wellbeing
35
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelCivic Engagement
3A5A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.73
2.6441666672.74
3.1441666673.24
3.1541666673.25
3.6441666673.74
3.7291666673.75
4.6291666674.475
4.6391666674.485
Content Specialists & Support StaffAppreciation For Diversity
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.This is a measure description.
3A-ii5A-i
2.7633333332.48
2.7733333332.49
3.2733333332.99
3.2833333333
3.7733333333.49
3.7833333333.5
4.6833333334.4
4.6933333334.41
TeachersStudents
How adequate is the number of non-teaching support staff?In general, how often do you try to understand how other people see things?
How adequate is the number of non-teaching support staff?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?
t-sust-q2s-sper-q4
X
Q62
2.332.48
2.342.49
2.842.99
2.853
3.343.49
3.353.5
4.254.4
4.264.41
90
ResourcesAcademic Learning
34
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelStudent Commitment To Learning
3A4B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.73
2.6441666672.74
3.1441666673.24
3.1541666673.25
3.6441666673.74
3.7291666673.75
4.6291666674.533333333
4.6391666674.543333333
Content Specialists & Support StaffEngagement In School
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.This is a measure description.
3A-ii4B-i
2.7633333332.38
2.7733333332.39
3.2733333332.89
3.2833333332.9
3.7733333333.39
3.7833333333.4
4.6833333334.4
4.6933333334.41
TeachersStudents
How often are non-teaching support staff available either online or in person for students with non-academic issues?How excited are you about going to this class?
How often are non-teaching support staff available either online or in person for students with non-academic issues?How excited are you about going to this class?
How often are non-teaching support staff available for students with non-academic issues?
How excited are you about going to this class?
How excited are you about going to this class?
t-sust-q3s-sten-q1
Q27
2.332.38
2.342.39
2.842.89
2.852.9
3.343.39
3.353.4
4.254.4
4.264.41
91
ResourcesAcademic Learning
34
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelStudent Commitment To Learning
3A4B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.73
2.6441666672.74
3.1441666673.24
3.1541666673.25
3.6441666673.74
3.7291666673.75
4.6291666674.533333333
4.6391666674.543333333
Content Specialists & Support StaffEngagement In School
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.This is a measure description.
3A-ii4B-i
2.7633333332.38
2.7733333332.39
3.2733333332.89
3.2833333332.9
3.7733333333.39
3.7833333333.4
4.6833333334.4
4.6933333334.41
TeachersStudents
How often are non-teaching support staff available either online or in person for students who are struggling academically?Overall, how interested are you in this class?
How often are non-teaching support staff available either online or in person for students who are struggling academically?Overall, how interested are you in this class?
How often are non-teaching support staff available for students who are struggling academically?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
t-sust-q4s-sten-q2
X
Q28
2.332.38
2.342.39
2.842.89
2.852.9
3.343.39
3.353.4
4.254.4
4.264.41
92
ResourcesAcademic Learning
34
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Facilities & PersonnelStudent Commitment To Learning
3A4B
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staffThis is a subcategory description.
2.6341666672.73
2.6441666672.74
3.1441666673.24
3.1541666673.25
3.6441666673.74
3.7291666673.75
4.6291666674.533333333
4.6391666674.543333333
Content Specialists & Support StaffEngagement In School
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.This is a measure description.
3A-ii4B-i
2.7633333332.38
2.7733333332.39
3.2733333332.89
3.2833333332.9
3.7733333333.39
3.7833333333.4
4.6833333334.4
4.6933333334.41
Students
When you need help learning something, is there an adult at school other than your teacher who can work with you?How often do you get so focused on class activities that you lose track of time?
When you need help learning something, is there an adult at school other than your teacher who can work with you?How often do you get so focused on class activities that you lose track of time?
How interesting do you find the things you learn in school?
How often do you take time outside of class to learn more about what you are studying in class?
s-sust-q2s-sten-q3
Q29
2.332.38
2.342.39
2.842.89
2.852.9
3.343.39
3.353.4
4.254.4
4.264.41
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
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 staffThis is a subcategory description.
2.6341666672.23
2.6441666672.24
3.1441666672.74
3.1541666672.75
3.6441666673.24
3.7291666673.25
4.6291666674.5
4.6391666674.51
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.This is a measure description.
3A-ii
2.7633333332.396666667
2.7733333332.406666667
3.2733333332.906666667
3.2833333332.916666667
3.7733333333.406666667
3.7833333333.416666667
4.6833333334.433333333
4.6933333334.443333333
Students
When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
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
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesFacilities & Personnel
3B3A
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.This is a subcategory description.
2.8046031752.23
2.8146031752.24
3.3146031752.74
3.3246031752.75
3.8146031753.24
3.8246031753.25
4.64.5
4.614.51
Curricular Strength & VarietyContent Specialists & Support Staff
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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.This is a measure description.
3B-i3A-ii
2.8871428572.396666667
2.8971428572.406666667
3.3971428572.906666667
3.4071428572.916666667
3.8971428573.406666667
3.9071428573.416666667
4.64.433333333
4.614.443333333
Admin DataStudents
Constructed by MCIEA staff
Percent graduates completing MassCORE (HS only)When you need help learning something, is there an adult at school other than your teacher who can work with you?
Percent graduates completing MassCORE (HS only)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?
a-curv-i1s-sust-q2
X
Q57
90
percentage
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.64.25
4.614.26
95
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesRelationships
3B2B
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.This is a subcategory description.
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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.This is a measure description.
3B-i2B-ii
2.8871428572.23
2.8971428572.24
3.3971428572.74
3.4071428572.75
3.8971428573.24
3.9071428573.25
4.64.5
4.614.51
Admin DataStudents
Constructed by MCIEA staff
Percent juniors and seniors enrolled in one AP (HS only)When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
Percent juniors and seniors enrolled in one AP (HS only)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?
a-curv-i2s-tint-q1
X
X
Q17
30
percentage
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.64.5
4.614.51
96
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesRelationships
3B2B
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.This is a subcategory description.
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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.This is a measure description.
3B-i2B-ii
2.8871428572.23
2.8971428572.24
3.3971428572.74
3.4071428572.75
3.8971428573.24
3.9071428573.25
4.64.5
4.614.51
Admin DataStudents
Constructed by MCIEA staff
Percent AP test takers scoring 3 or higher (HS only)How interested in your teacher in what you do outside of class?
Percent AP test takers scoring 3 or higher (HS only)How interested in your teacher in what you do outside of class?
How interested is your teacher in what you do outside of class?
How interested is your teacher in what you do outside of class?
a-curv-i3s-tint-q2
X
Q18
20
percentage
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.64.5
4.614.51
97
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesRelationships
3B2B
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.This is a subcategory description.
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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.This is a measure description.
3B-i2B-ii
2.8871428572.23
2.8971428572.24
3.3971428572.74
3.4071428572.75
3.8971428573.24
3.9071428573.25
4.64.5
4.614.51
Admin DataStudents
NCES, 2009
Percent students of color enrolled in advanced coursework (HS only)If you walked into class upset, how concerned would your teacher be?
Percent students of color enrolled in advanced coursework (HS only)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?
a-curv-i4s-tint-q3
X
Q19
36.4
percentage
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.64.5
4.614.51
98
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesRelationships
3B2B
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.This is a subcategory description.
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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.This is a measure description.
3B-i2B-ii
2.8871428572.23
2.8971428572.24
3.3971428572.74
3.4071428572.75
3.8971428573.24
3.9071428573.25
4.64.5
4.614.51
Admin DataStudents
Student to number of courses ratio (HS only)If you came back to visit class three years from now, how excited would your teacher be to see you?
Student to number of courses ratio (HS only)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?
a-curv-i5s-tint-q4
X
Q20
ratio
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.64.5
4.614.51
99
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesRelationships
3B2B
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.This is a subcategory description.
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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.This is a measure description.
3B-i2B-ii
2.8871428572.23
2.8971428572.24
3.3971428572.74
3.4071428572.75
3.8971428573.24
3.9071428573.25
4.64.5
4.614.51
Admin DataStudents
Student to number of electives ratio (completely free choice) (HS only)If you had something on your mind, how carefully would your teacher listen to you?
Student to number of electives ratio (completely free choice) (HS only)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?
a-curv-i6s-tint-q5
X
Q21
ratio
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.64.5
4.614.51
100
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesAcademic Orientation
3B2C
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.This is a subcategory description.
2.8046031752.98
2.8146031752.99
3.3146031753.49
3.3246031753.5
3.8146031753.99
3.8246031754
4.64.4
4.614.41
Curricular Strength & VarietyValuing of Learning
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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.This is a measure description.
3B-i2C-i
2.8871428572.48
2.8971428572.49
3.3971428572.99
3.4071428573
3.8971428573.49
3.9071428573.5
4.64.7
4.614.71
TeachersStudents
Overall, how rigorous is the curriculum that you are expected to teach?Overall, how important is school to you?
Overall, how rigorous is the curriculum that you are expected to teach?Overall, how important is school to you?
Overall, how important is school to you?
Overall, how important is school to you?
t-curv-q1s-vale-q1
Q50
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.64.5
4.614.51
101
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesAcademic Orientation
3B2C
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.This is a subcategory description.
2.8046031752.98
2.8146031752.99
3.3146031753.49
3.3246031753.5
3.8146031753.99
3.8246031754
4.64.4
4.614.41
Curricular Strength & VarietyValuing of Learning
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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.This is a measure description.
3B-i2C-i
2.8871428572.48
2.8971428572.49
3.3971428572.99
3.4071428573
3.8971428573.49
3.9071428573.5
4.64.7
4.614.71
TeachersStudents
How coherent is the curriculum that you are expected to teach?How curious are you to learn more about things you talked about in school?
How coherent is the curriculum that you are expected to teach?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?
t-curv-q2s-vale-q2
Q53
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.64.5
4.614.51
102
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesAcademic Orientation
3B2C
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.This is a subcategory description.
2.8046031752.98
2.8146031752.99
3.3146031753.49
3.3246031753.5
3.8146031753.99
3.8246031754
4.64.4
4.614.41
Curricular Strength & VarietyValuing of Learning
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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.This is a measure description.
3B-i2C-i
2.8871428572.48
2.8971428572.49
3.3971428572.99
3.4071428573
3.8971428573.49
3.9071428573.5
4.64.7
4.614.71
TeachersStudents
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?How much do you enjoy learning in school?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?How much do you enjoy learning in school?
How much do you enjoy learning in school?
How much do you enjoy learning in school?
t-curv-q3s-vale-q3
X
Q54
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.64.5
4.614.51
103
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesAcademic Orientation
3B2C
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.This is a subcategory description.
2.8046031752.98
2.8146031752.99
3.3146031753.49
3.3246031753.5
3.8146031753.99
3.8246031754
4.64.4
4.614.41
Curricular Strength & VarietyValuing of Learning
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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.This is a measure description.
3B-i2C-i
2.8871428572.48
2.8971428572.49
3.3971428572.99
3.4071428573
3.8971428573.49
3.9071428573.5
4.64.7
4.614.71
TeachersStudents
How well-rounded is the curriculum that you and your colleagues teach?How much do you see yourself as a learner?
How well-rounded is the curriculum that you and your colleagues teach?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?
t-curv-q4s-vale-q4
Q55
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.64.5
4.614.51
104
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesAcademic Orientation
3B2C
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.This is a subcategory description.
2.8046031752.98
2.8146031752.99
3.3146031753.49
3.3246031753.5
3.8146031753.99
3.8246031754
4.64.4
4.614.41
Cultural ResponsivenessAcademic Challenge
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.This is a measure description.
3B-ii2C-ii
2.5466666672.68
2.5566666672.69
3.0566666673.19
3.0666666673.2
3.5566666673.69
3.5666666673.7
4.64.5
4.614.51
Admin DataTeachers
MA DESE, 2019-20, state average
Teacher-student parity index: % teachers of color/% students of colorHow well does your school foster academic challenge for all students?
Teacher-student parity index: % teachers of color/% students of colorHow well does your school foster academic challenge for all students?
a-cure-i1t-acch-q1
#N/A
0.26
ratio
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.64.5
4.614.51
105
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesAcademic Orientation
3B2C
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.This is a subcategory description.
2.8046031752.98
2.8146031752.99
3.3146031753.49
3.3246031753.5
3.8146031753.99
3.8246031754
4.64.4
4.614.41
Cultural ResponsivenessAcademic Challenge
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.This is a measure description.
3B-ii2C-ii
2.5466666672.68
2.5566666672.69
3.0566666673.19
3.0666666673.2
3.5566666673.69
3.5666666673.7
4.64.5
4.614.51
Teachers
How able are you to integrate material from different cultures into your instruction either online or in person?'How effectively does your school challenge students who are struggling academically?
How able are you to integrate material from different cultures into your instruction either online or in person?'How effectively does your school challenge students who are struggling academically?
How able are you to integrate material from different cultures into your class?
t-cure-q1t-acch-q2
#N/A
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.64.5
4.614.51
106
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesAcademic Orientation
3B2C
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.This is a subcategory description.
2.8046031752.98
2.8146031752.99
3.3146031753.49
3.3246031753.5
3.8146031753.99
3.8246031754
4.64.4
4.614.41
Cultural ResponsivenessAcademic Challenge
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.This is a measure description.
3B-ii2C-ii
2.5466666672.68
2.5566666672.69
3.0566666673.19
3.0666666673.2
3.5566666673.69
3.5666666673.7
4.64.5
4.614.51
Teachers
How often do you integrate culturally diverse content into your teaching?How effectively does your school challenge students who are thriving academically?
How often do you integrate culturally diverse content into your teaching?How effectively does your school challenge students who are thriving academically?
t-cure-q2t-acch-q3
#N/A
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.64.5
4.614.51
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesCommunity Support
3B3C
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.This is a subcategory description.
2.8046031752.494285714
2.8146031752.504285714
3.3146031753.004285714
3.3246031753.014285714
3.8146031753.504285714
3.8246031753.514285714
4.64.482142857
4.614.492142857
Cultural ResponsivenessCommunity Involvement & External Partners
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.This is a measure description.
3B-ii3C-ii
2.5466666672.18
2.5566666672.19
3.0566666672.69
3.0666666672.7
3.5566666673.19
3.5666666673.2
4.64.4
4.614.41
Teachers
How often do you use teaching strategies to facilitate learning among culturally diverse students?How effectively does this school connect with immigrant families, providing translation when necessary?
How often do you use teaching strategies to facilitate learning among culturally diverse students?How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school connect with immigrant parents, providing translation when necessary?
t-cure-q3t-ceng-q1
#N/A
2.332.18
2.342.19
2.842.69
2.852.7
3.343.19
3.353.2
4.64.4
4.614.41
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesCommunity Support
3B3C
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.This is a subcategory description.
2.8046031752.494285714
2.8146031752.504285714
3.3146031753.004285714
3.3246031753.014285714
3.8146031753.504285714
3.8246031753.514285714
4.64.482142857
4.614.492142857
Cultural ResponsivenessCommunity Involvement & External Partners
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.This is a measure description.
3B-ii3C-ii
2.5466666672.18
2.5566666672.19
3.0566666672.69
3.0666666672.7
3.5566666673.19
3.5666666673.2
4.64.4
4.614.41
Teachers
How motivated are you to integrate culturally diverse content in your classroom?How effectively does this school respond to the needs and values of the surrounding community?
How motivated are you to integrate culturally diverse content in your classroom?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 the surrounding community?
t-cure-q4t-ceng-q2
#N/A
2.332.18
2.342.19
2.842.69
2.852.7
3.343.19
3.353.2
4.64.4
4.614.41
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesCommunity Support
3B3C
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.This is a subcategory description.
2.8046031752.494285714
2.8146031752.504285714
3.3146031753.004285714
3.3246031753.014285714
3.8146031753.504285714
3.8246031753.514285714
4.64.482142857
4.614.492142857
Cultural ResponsivenessCommunity Involvement & External Partners
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.This is a measure description.
3B-ii3C-ii
2.5466666672.18
2.5566666672.19
3.0566666672.69
3.0666666672.7
3.5566666673.19
3.5666666673.2
4.64.4
4.614.41
StudentsTeachers
In your classes, how often do you see people like you represented in what you study?To what extent are all groups of parents represented in the governance of the school?
In your classes, how often do you see people like you represented in what you study?To what extent are all groups of parents represented in the governance of the school?
s-cure-q1t-ceng-q3
#N/A
2.332.18
2.342.19
2.842.69
2.852.7
3.343.19
3.353.2
4.64.4
4.614.41
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesCommunity Support
3B3C
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.This is a subcategory description.
2.8046031752.494285714
2.8146031752.504285714
3.3146031753.004285714
3.3246031753.014285714
3.8146031753.504285714
3.8246031753.514285714
4.64.482142857
4.614.492142857
Cultural ResponsivenessCommunity Involvement & External Partners
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.This is a measure description.
3B-ii3C-ii
2.5466666672.18
2.5566666672.19
3.0566666672.69
3.0666666672.7
3.5566666673.19
3.5666666673.2
4.64.4
4.614.41
StudentsTeachers
In your classes, how often do you see many different kinds of people represented in what you study?Overall, how effectively does this school connect with the community?
In your classes, how often do you see many different kinds of people represented in what you study?Overall, how effectively does this school connect with the community?
s-cure-q2t-ceng-q4
#N/A
2.332.18
2.342.19
2.842.69
2.852.7
3.343.19
3.353.2
4.64.4
4.614.41
111
ResourcesTeachers & Leadership
31
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesLeadership
3B1B
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.This is a subcategory description.
2.8046031752.396666667
2.8146031752.406666667
3.3146031752.906666667
3.3246031752.916666667
3.8146031753.406666667
3.8246031753.416666667
4.64.433333333
4.614.443333333
Cultural ResponsivenessSupport For Teaching Development & Growth
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.This is a measure description.
3B-ii1B-ii
2.5466666672.48
2.5566666672.49
3.0566666672.99
3.0666666673
3.5566666673.49
3.5666666673.5
4.64.5
4.614.51
StudentsTeachers
How valued do you think all students' home cultures and languages are in the school curriculum?How often do teachers here work together to plan curriculum and instruction?
How valued do you think all students' home cultures and languages are in the school curriculum?How often do teachers here work together to plan curriculum and instruction?
s-cure-q3t-coll-q1
#N/A
2.332.48
2.342.49
2.842.99
2.853
3.343.49
3.353.5
4.64.5
4.614.51
112
ResourcesTeachers & Leadership
31
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesLeadership
3B1B
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.This is a subcategory description.
2.8046031752.396666667
2.8146031752.406666667
3.3146031752.906666667
3.3246031752.916666667
3.8146031753.406666667
3.8246031753.416666667
4.64.433333333
4.614.443333333
Cultural ResponsivenessSupport For Teaching Development & Growth
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.This is a measure description.
3B-ii1B-ii
2.5466666672.48
2.5566666672.49
3.0566666672.99
3.0666666673
3.5566666673.49
3.5666666673.5
4.64.5
4.614.51
StudentsTeachers
How valued do you think your home culture and language are in the school curriculum?How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
How valued do you think your home culture and language are in the school curriculum?How hard do teachers here work to coordinate their teaching with instruction at other grade levels?
s-cure-q4t-coll-q2
#N/A
2.332.48
2.342.49
2.842.99
2.853
3.343.49
3.353.5
4.64.5
4.614.51
113
ResourcesTeachers & Leadership
31
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Learning ResourcesLeadership
3B1B
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.This is a subcategory description.
2.8046031752.396666667
2.8146031752.406666667
3.3146031752.906666667
3.3246031752.916666667
3.8146031753.406666667
3.8246031753.416666667
4.64.433333333
4.614.443333333
Co-Curricular ActivitiesSupport For Teaching Development & Growth
Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).This is a measure description.
3B-iii1B-ii
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.64.5
4.614.51
Admin DataTeachers
Census
Student to co-curricular activities ratio (HS only)How often do teachers here collaborate to make the school run effectively?
Student to co-curricular activities ratio (HS only)How often do teachers here collaborate to make the school run effectively?
a-cocu-i1t-coll-q3
X
#N/A
57
ratio
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.64.5
4.614.51
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Community SupportLearning Resources
3C3B
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.This is a subcategory description.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.This is a measure description.
3C-i3B-ii
2.182.68
2.192.69
2.693.19
2.73.2
3.193.69
3.23.7
4.44.5
4.414.51
Teachers
How often do you connect with parents at your school?How able are you to integrate material from different cultures into your instruction either online or in person?'
How often do you connect with parents at your school?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 class?
t-peng-q1t-cure-q1
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Community SupportLearning Resources
3C3B
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.This is a subcategory description.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.This is a measure description.
3C-i3B-ii
2.182.68
2.192.69
2.693.19
2.73.2
3.193.69
3.23.7
4.44.5
4.414.51
Teachers
How involved have parents been in fundraising efforts at your school?How often do you integrate culturally diverse content into your teaching?
How involved have parents been in fundraising efforts at your school?How often do you integrate culturally diverse content into your teaching?
t-peng-q2t-cure-q2
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Community SupportLearning Resources
3C3B
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.This is a subcategory description.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.This is a measure description.
3C-i3B-ii
2.182.68
2.192.69
2.693.19
2.73.2
3.193.69
3.23.7
4.44.5
4.414.51
Teachers
How involved have parents been with parent groups at your school?How often do you use teaching strategies to facilitate learning among culturally diverse students?
How involved have parents been with parent groups at your school?How often do you use teaching strategies to facilitate learning among culturally diverse students?
t-peng-q3t-cure-q3
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Community SupportLearning Resources
3C3B
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.This is a subcategory description.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.This is a measure description.
3C-i3B-ii
2.182.68
2.192.69
2.693.19
2.73.2
3.193.69
3.23.7
4.44.5
4.414.51
Teachers
How often does the average parent help out at your school?How motivated are you to integrate culturally diverse content in your classroom?
How often does the average parent help out at your school?How motivated are you to integrate culturally diverse content in your classroom?
t-peng-q4t-cure-q4
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Community SupportLearning Resources
3C3B
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.This is a subcategory description.
2.182.518888889
2.192.528888889
2.693.028888889
2.73.038888889
3.193.528888889
3.23.538888889
4.44.477777778
4.414.487777778
Community Involvement & External PartnersCurricular Strength & Variety
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. This is a measure description.
3C-ii3B-i
2.182.308571429
2.192.318571429
2.692.818571429
2.72.828571429
3.193.318571429
3.23.328571429
4.44.464285714
4.414.474285714
Teachers
How effectively does this school connect with immigrant families, providing translation when necessary?Overall, how rigorous is the curriculum that you are expected to teach?
How effectively does this school connect with immigrant families, providing translation when necessary?Overall, how rigorous is the curriculum that you are expected to teach?
How effectively does this school connect with immigrant parents, providing translation when necessary?
t-ceng-q1t-curv-q1
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Community SupportLearning Resources
3C3B
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.This is a subcategory description.
2.182.518888889
2.192.528888889
2.693.028888889
2.73.038888889
3.193.528888889
3.23.538888889
4.44.477777778
4.414.487777778
Community Involvement & External PartnersCurricular Strength & Variety
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. This is a measure description.
3C-ii3B-i
2.182.308571429
2.192.318571429
2.692.818571429
2.72.828571429
3.193.318571429
3.23.328571429
4.44.464285714
4.414.474285714
Teachers
How effectively does this school respond to the needs and values of the surrounding community?How coherent is the curriculum that you are expected to teach?
How effectively does this school respond to the needs and values of the surrounding community?How coherent is the curriculum that you are expected to teach?
How effectively does this school respond to the needs and values the surrounding community?
t-ceng-q2t-curv-q2
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Community SupportLearning Resources
3C3B
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.This is a subcategory description.
2.182.518888889
2.192.528888889
2.693.028888889
2.73.038888889
3.193.528888889
3.23.538888889
4.44.477777778
4.414.487777778
Community Involvement & External PartnersCurricular Strength & Variety
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. This is a measure description.
3C-ii3B-i
2.182.308571429
2.192.318571429
2.692.818571429
2.72.828571429
3.193.318571429
3.23.328571429
4.44.464285714
4.414.474285714
Teachers
To what extent are all groups of parents represented in the governance of the school?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
To what extent are all groups of parents represented in the governance of the school?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
t-ceng-q3t-curv-q3
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
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.This is a category description.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.This is a category short description.
Community SupportLearning Resources
3C3B
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.This is a subcategory description.
2.182.518888889
2.192.528888889
2.693.028888889
2.73.038888889
3.193.528888889
3.23.538888889
4.44.477777778
4.414.487777778
Community Involvement & External PartnersCurricular Strength & Variety
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. This is a measure description.
3C-ii3B-i
2.182.308571429
2.192.318571429
2.692.818571429
2.72.828571429
3.193.318571429
3.23.328571429
4.44.464285714
4.414.474285714
Teachers
Overall, how effectively does this school connect with the community?How well-rounded is the curriculum that you and your colleagues teach?
Overall, how effectively does this school connect with the community?How well-rounded is the curriculum that you and your colleagues teach?
t-ceng-q4t-curv-q4
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
122
Academic LearningCommunity & Wellbeing
45
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
PerformanceCreative & Performing Arts
4A5C
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. This is a subcategory description.
2.8966666672.48
2.9066666672.49
3.4066666672.99
3.4166666673
3.9066666673.49
3.9166666673.5
4.5
4.51
Performance GrowthParticipation In Creative & Performing Arts
Includes an asessment of student progression towards key learning goals. This is a measure description.
4A-i5C-i
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.5
4.51
No sourceTeachers
Performance GrowthIn a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
Performance GrowthIn 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 students spend in creative arts instruction or activities?
n/at-expa-q2
#N/A
n/a
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.54.3
4.514.31
123
Academic LearningCommunity & Wellbeing
45
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
PerformanceCreative & Performing Arts
4A5C
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. This is a subcategory description.
2.8966666672.48
2.9066666672.49
3.4066666672.99
3.4166666673
3.9066666673.49
3.9166666673.5
4.5
4.51
Overall PerformanceParticipation In Creative & Performing Arts
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.This is a measure description.
4A-ii5C-i
2.8133333332.48
2.8233333332.49
3.3233333332.99
3.3333333333
3.8233333333.49
3.8333333333.5
4.5
4.51
Admin DataTeachers
NCES, 2016
Percent students who fail 1 core course (HS only)In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
Percent students who fail 1 core course (HS only)In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
a-ovpe-i1t-expa-q3
X
#N/A
2
percentage
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.54.3
4.514.31
124
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
PerformanceTeachers & The Teaching Environment
4A1A
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. This is a subcategory description.
2.8966666672.756190476
2.9066666672.766190476
3.4066666673.266190476
3.4166666673.276190476
3.9066666673.766190476
3.9166666673.776190476
4.54.504761905
4.514.514761905
Overall PerformanceEffective Practices
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.This is a measure description.
4A-ii1A-ii
2.8133333332.98
2.8233333332.99
3.3233333333.49
3.3333333333.5
3.8233333333.99
3.8333333334
4.54.4
4.514.41
Admin DataTeachers
Constructed by MCIEA staff
Percent students who fail 2 core courses (HS only)How confident are you in your ability to present material clearly?
Percent students who fail 2 core courses (HS only)How confident are you in your ability to present material clearly?
a-ovpe-i2t-ieff-q1
X
#N/A
1
percentage
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.54.7
4.514.71
125
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
PerformanceTeachers & The Teaching Environment
4A1A
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. This is a subcategory description.
2.8966666672.756190476
2.9066666672.766190476
3.4066666673.266190476
3.4166666673.276190476
3.9066666673.766190476
3.9166666673.776190476
4.54.504761905
4.514.514761905
Overall PerformanceEffective Practices
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.This is a measure description.
4A-ii1A-ii
2.8133333332.98
2.8233333332.99
3.3233333333.49
3.3333333333.5
3.8233333333.99
3.8333333334
4.54.4
4.514.41
Teachers
Relative to what you know of students this age, how academically able are your students?How confident are you in your ability to identify gaps in student understanding?
Relative to what you know of students this age, how academically able are your students?How confident are you in your ability to identify gaps in student understanding?
t-sach-q1t-ieff-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.54.7
4.514.71
126
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
PerformanceTeachers & The Teaching Environment
4A1A
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. This is a subcategory description.
2.8966666672.756190476
2.9066666672.766190476
3.4066666673.266190476
3.4166666673.276190476
3.9066666673.766190476
3.9166666673.776190476
4.54.504761905
4.514.514761905
Overall PerformanceEffective Practices
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.This is a measure description.
4A-ii1A-ii
2.8133333332.98
2.8233333332.99
3.3233333333.49
3.3333333333.5
3.8233333333.99
3.8333333334
4.54.4
4.514.41
Teachers
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?How confident are you in your ability to provide extra help to students who need it?
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?How confident are you in your ability to provide extra help to students who need it?
t-sach-q2t-ieff-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.54.7
4.514.71
127
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
PerformanceTeachers & The Teaching Environment
4A1A
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. This is a subcategory description.
2.8966666672.756190476
2.9066666672.766190476
3.4066666673.266190476
3.4166666673.276190476
3.9066666673.766190476
3.9166666673.776190476
4.54.504761905
4.514.514761905
Overall PerformanceEffective Practices
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.This is a measure description.
4A-ii1A-ii
2.8133333332.98
2.8233333332.99
3.3233333333.49
3.3333333333.5
3.8233333333.99
3.8333333334
4.54.4
4.514.41
Teachers
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?How confident are you in your ability to make material interesting for 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?How confident are you in your ability to make material interesting for students?
If an observer sat in on one of your classes for a week, how would s/he rate your students?
t-sach-q3t-ieff-q4
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.54.7
4.514.71
128
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
Student Commitment To LearningLeadership
4B1B
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. This is a subcategory description.
2.682.396666667
2.692.406666667
3.192.906666667
3.22.916666667
3.693.406666667
3.73.416666667
4.44.433333333
4.414.443333333
Engagement In SchoolEffective Leadership
Draws on anonymous student reports about their level of focus, participation, and interest in class.This is a measure description.
4B-i1B-i
2.382.48
2.392.49
2.892.99
2.93
3.393.49
3.43.5
4.44.5
4.414.51
StudentsTeachers
How excited are you about going to this class?How effectively does your principal communicate a clear vision of teaching and learning?
How excited are you about going to this class?How effectively does your principal communicate a clear vision of teaching and learning?
s-sten-q1t-inle-q1
#N/A
2.382.48
2.392.49
2.892.99
2.93
3.393.49
3.43.5
4.44.5
4.414.51
129
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
Student Commitment To LearningLeadership
4B1B
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. This is a subcategory description.
2.682.396666667
2.692.406666667
3.192.906666667
3.22.916666667
3.693.406666667
3.73.416666667
4.44.433333333
4.414.443333333
Engagement In SchoolEffective Leadership
Draws on anonymous student reports about their level of focus, participation, and interest in class.This is a measure description.
4B-i1B-i
2.382.48
2.392.49
2.892.99
2.93
3.393.49
3.43.5
4.44.5
4.414.51
StudentsTeachers
Overall, how interested are you in this class?How effectively does your principal press teachers to engage in good pedagogical practice?
Overall, how interested are you in this class?How effectively does your principal press teachers to engage in good pedagogical practice?
s-sten-q2t-inle-q2
#N/A
2.382.48
2.392.49
2.892.99
2.93
3.393.49
3.43.5
4.44.5
4.414.51
130
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
Student Commitment To LearningLeadership
4B1B
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. This is a subcategory description.
2.682.396666667
2.692.406666667
3.192.906666667
3.22.916666667
3.693.406666667
3.73.416666667
4.44.433333333
4.414.443333333
Engagement In SchoolEffective Leadership
Draws on anonymous student reports about their level of focus, participation, and interest in class.This is a measure description.
4B-i1B-i
2.382.48
2.392.49
2.892.99
2.93
3.393.49
3.43.5
4.44.5
4.414.51
StudentsTeachers
How often do you get so focused on class activities that you lose track of time?How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?
How often do you get so focused on class activities that you lose track of time?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?
s-sten-q3t-inle-q3
#N/A
2.382.48
2.392.49
2.892.99
2.93
3.393.49
3.43.5
4.44.5
4.414.51
131
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
Student Commitment To LearningTeachers & The Teaching Environment
4B1A
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. This is a subcategory description.
2.682.756190476
2.692.766190476
3.193.266190476
3.23.276190476
3.693.766190476
3.73.776190476
4.44.504761905
4.414.514761905
Degree CompletionProfessional Community
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.This is a measure description.
4B-ii1A-iii
2.98
2.99
3.49
3.5
3.99
4
4.44.566666667
4.414.576666667
Admin DataTeachers
MA DESE, 2019-20
4-year on-time graduation rate (HS only)How many teachers in this school feel responsible for helping each other do their best?
4-year on-time graduation rate (HS only)How many teachers in this school feel responsible for helping each other do their best?
a-degr-i1t-pcom-q1
X
#N/A
80
percentage
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.44.7
4.414.71
132
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
Student Commitment To LearningTeachers & The Teaching Environment
4B1A
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. This is a subcategory description.
2.682.756190476
2.692.766190476
3.193.266190476
3.23.276190476
3.693.766190476
3.73.776190476
4.44.504761905
4.414.514761905
Degree CompletionProfessional Community
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.This is a measure description.
4B-ii1A-iii
2.98
2.99
3.49
3.5
3.99
4
4.44.566666667
4.414.576666667
Admin DataTeachers
NCES, 2016
Percent students retained in a gradeHow many teachers in this school take responsibility for improving the school?
Percent students retained in a gradeHow many teachers in this school take responsibility for improving the school?
a-degr-i2t-pcom-q2
#N/A
2
percentage
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.44.7
4.414.71
133
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
Student Commitment To LearningTeachers & The Teaching Environment
4B1A
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. This is a subcategory description.
2.682.756190476
2.692.766190476
3.193.266190476
3.23.276190476
3.693.766190476
3.73.776190476
4.44.504761905
4.414.514761905
Degree CompletionProfessional Community
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.This is a measure description.
4B-ii1A-iii
2.98
2.99
3.49
3.5
3.99
4
4.44.566666667
4.414.576666667
Admin DataTeachers
MA DESE, 2019-20
5-year graduation rate (HS only)This year, how often have you had conversations with your colleagues about what helps students learn?
5-year graduation rate (HS only)This year, how often have you had conversations with your colleagues about what helps students learn?
a-degr-i3t-pcom-q3
X
#N/A
85
percentage
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.44.7
4.414.71
134
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
Critical ThinkingTeachers & The Teaching Environment
4C1A
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. This is a subcategory description.
2.682.756190476
2.692.766190476
3.193.266190476
3.23.276190476
3.693.766190476
3.73.776190476
4.44.504761905
4.414.514761905
Problem Solving EmphasisProfessional Community
Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.This is a measure description.
4C-i1A-iii
2.382.98
2.392.99
2.893.49
2.93.5
3.393.99
3.44
4.44.566666667
4.414.576666667
Teachers
How often do students at your school come up with their own interpretations of material?As a faculty, how well do you do talking through views, opinions, and values?
How often do students at your school come up with their own interpretations of material?As a faculty, how well do you do talking through views, opinions, and values?
t-psol-q1t-pcom-q4
#N/A
2.382.68
2.392.69
2.893.19
2.93.2
3.393.69
3.43.7
4.44.7
4.414.71
135
Academic LearningTeachers & Leadership
41
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
Critical ThinkingTeachers & The Teaching Environment
4C1A
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. This is a subcategory description.
2.682.756190476
2.692.766190476
3.193.266190476
3.23.276190476
3.693.766190476
3.73.776190476
4.44.504761905
4.414.514761905
Problem Solving EmphasisProfessional Community
Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.This is a measure description.
4C-i1A-iii
2.382.98
2.392.99
2.893.49
2.93.5
3.393.99
3.44
4.44.566666667
4.414.576666667
Teachers
How often do students apply ideas they have learned to new situations?This year, how often have you had colleagues observe your classroom?
How often do students apply ideas they have learned to new situations?This year, how often have you had colleagues observe your classroom?
t-psol-q2t-pcom-q5
#N/A
2.382.68
2.392.69
2.893.19
2.93.2
3.393.69
3.43.7
4.44.7
4.414.71
136
Academic LearningResources
43
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
Critical ThinkingCommunity Support
4C3C
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. This is a subcategory description.
2.682.494285714
2.692.504285714
3.193.004285714
3.23.014285714
3.693.504285714
3.73.514285714
4.44.482142857
4.414.492142857
Problem Solving EmphasisFamily-School Relationships
Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.This is a measure description.
4C-i3C-i
2.382.18
2.392.19
2.892.69
2.92.7
3.393.19
3.43.2
4.4
4.41
Teachers
How often do students collaborate in class to solve complex problems either online or in person?How often do you connect with parents at your school?
How often do students collaborate in class to solve complex problems either online or in person?How often do you connect with parents at your school?
How often do students collaborate in class to solve complex problems?
t-psol-q3t-peng-q1
#N/A
2.382.18
2.392.19
2.892.69
2.92.7
3.393.19
3.43.2
4.4
4.41
137
Academic LearningResources
43
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
Critical ThinkingCommunity Support
4C3C
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. This is a subcategory description.
2.682.494285714
2.692.504285714
3.193.004285714
3.23.014285714
3.693.504285714
3.73.514285714
4.44.482142857
4.414.492142857
Problem Solving SkillsFamily-School Relationships
Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations.This is a measure description.
4C-ii3C-i
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
No sourceTeachers
How involved have parents been in fundraising efforts at your school?
How involved have parents been in fundraising efforts at your school?
n/at-peng-q2
#N/A
n/a
n/a
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
138
Academic LearningResources
43
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
College & Career ReadinessCommunity Support
4D3C
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes the measure of college-going & persistence and career preparation & placementThis is a subcategory description.
Tracks the percentage of students enrolling in college immediately after high school graduation.This is a measure description.
4D-i3C-i
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
Admin DataTeachers
NCES, 2016
College enrollment rate (HS only)How involved have parents been with parent groups at your school?
College enrollment rate (HS only)How involved have parents been with parent groups at your school?
a-cgpr-i1t-peng-q3
X
#N/A
65.6
percentage
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
139
Academic LearningResources
43
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
College & Career ReadinessCommunity Support
4D3C
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes the measure of college-going & persistence and career preparation & placementThis is a subcategory description.
2.982.494285714
2.992.504285714
3.493.004285714
3.53.014285714
3.993.504285714
43.514285714
4.44.482142857
4.414.492142857
Career Preparation & PlacementFamily-School Relationships
Tracks student access to career technical education courses and rates of positive career placement after graduation.This is a measure description.
4D-ii3C-i
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
Admin DataTeachers
Constructed by MCIEA staff
Percent positive work placement (HS only)How often does the average parent help out at your school?
Percent positive work placement (HS only)How often does the average parent help out at your school?
a-cppm-i1t-peng-q4
X
#N/A
85
percentage
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
140
Academic LearningCommunity & Wellbeing
45
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.This is a category description.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.This is a category short description.
College & Career ReadinessHealth
4D5D
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes the measure of college-going & persistence and career preparation & placementThis is a subcategory description.
2.982.396666667
2.992.406666667
3.492.906666667
3.52.916666667
3.993.406666667
43.416666667
4.44.433333333
4.414.443333333
Career Preparation & PlacementPhysical Health
Tracks student access to career technical education courses and rates of positive career placement after graduation.This is a measure description.
4D-ii5D-ii
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.44.25
4.414.26
Admin DataTeachers
Student to career-technical education courses (HS only)In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
Student to career-technical education courses (HS only)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 students spend engaged in physical activity?
a-cppm-i2t-phya-q2
X
#N/A
ratio
2.982.23
2.992.24
3.492.74
3.52.75
3.993.24
43.25
4.44.3
4.414.31
141
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Civic EngagementHealth
5A5D
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. This is a subcategory description.
2.482.396666667
2.492.406666667
2.992.906666667
32.916666667
3.493.406666667
3.53.416666667
4.44.433333333
4.414.443333333
Appreciation For DiversityPhysical Health
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.This is a measure description.
5A-i5D-ii
2.482.33
2.492.34
2.992.84
32.85
3.493.34
3.53.35
4.44.25
4.414.26
StudentsTeachers
How often do you try to think of more than one explanation for why someone else acted as they did?In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
How often do you try to think of more than one explanation for why someone else acted as they did?In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?
s-sper-q1t-phya-q3
#N/A
2.482.23
2.492.24
2.992.74
32.75
3.493.24
3.53.25
4.44.3
4.414.31
142
Community & WellbeingTeachers & Leadership
51
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Civic EngagementTeachers & The Teaching Environment
5A1A
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. This is a subcategory description.
2.482.756190476
2.492.766190476
2.993.266190476
33.276190476
3.493.766190476
3.53.776190476
4.44.504761905
4.414.514761905
Appreciation For DiversityProfessional Qualifications
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.This is a measure description.
5A-i1A-i
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.44.45
4.414.46
StudentsTeachers
Overall, how often do you try to understand the point of view of other people?Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
Overall, how often do you try to understand the point of view of other people?Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?
s-sper-q2t-prep-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.44.7
4.414.71
143
Community & WellbeingTeachers & Leadership
51
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Civic EngagementTeachers & The Teaching Environment
5A1A
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. This is a subcategory description.
2.482.756190476
2.492.766190476
2.993.266190476
33.276190476
3.493.766190476
3.53.776190476
4.44.504761905
4.414.514761905
Appreciation For DiversityProfessional Qualifications
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.This is a measure description.
5A-i1A-i
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.44.45
4.414.46
StudentsTeachers
How often do you try to figure out what motivates others to behave as they do?How prepared are you for teaching the topics that you are expected to teach in your assignment?
How often do you try to figure out what motivates others to behave as they do?How prepared are you for teaching the topics that you are expected to teach in your assignment?
s-sper-q3t-prep-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.44.7
4.414.71
144
Community & WellbeingTeachers & Leadership
51
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Civic EngagementTeachers & The Teaching Environment
5A1A
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. This is a subcategory description.
2.482.756190476
2.492.766190476
2.993.266190476
33.276190476
3.493.766190476
3.53.776190476
4.44.504761905
4.414.514761905
Appreciation For DiversityProfessional Qualifications
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.This is a measure description.
5A-i1A-i
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.44.45
4.414.46
StudentsTeachers
In general, how often do you try to understand how other people see things?How confident are you in working with the student body at your school?
In general, how often do you try to understand how other people see things?How confident are you in working with the student body at your school?
s-sper-q4t-prep-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.44.7
4.414.71
145
Community & WellbeingTeachers & Leadership
51
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Civic EngagementLeadership
5A1B
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. This is a subcategory description.
2.482.396666667
2.492.406666667
2.992.906666667
32.916666667
3.493.406666667
3.53.416666667
4.44.433333333
4.414.443333333
Civic ParticipationEffective Leadership
Draws on anonymous student reports about their commitment to social awareness and community improvement.This is a measure description.
5A-ii1B-i
2.48
2.49
2.99
3
3.49
3.5
4.44.5
4.414.51
StudentsTeachers
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?To what extent do you trust your principal at his or her word?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?To what extent do you trust your principal at his or her word?
s-civp-q1t-prtr-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.44.5
4.414.51
146
Community & WellbeingTeachers & Leadership
51
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Civic EngagementLeadership
5A1B
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. This is a subcategory description.
2.482.396666667
2.492.406666667
2.992.906666667
32.916666667
3.493.406666667
3.53.416666667
4.44.433333333
4.414.443333333
Civic ParticipationEffective Leadership
Draws on anonymous student reports about their commitment to social awareness and community improvement.This is a measure description.
5A-ii1B-i
2.48
2.49
2.99
3
3.49
3.5
4.44.5
4.414.51
StudentsTeachers
How important is it to you to get involved in improving your community?At your school, how comfortable are you raising concerns with the principal?
How important is it to you to get involved in improving your community?At your school, how comfortable are you raising concerns with the principal?
s-civp-q2t-prtr-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.44.5
4.414.51
147
Community & WellbeingTeachers & Leadership
51
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Civic EngagementLeadership
5A1B
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. This is a subcategory description.
2.482.396666667
2.492.406666667
2.992.906666667
32.916666667
3.493.406666667
3.53.416666667
4.44.433333333
4.414.443333333
Civic ParticipationEffective Leadership
Draws on anonymous student reports about their commitment to social awareness and community improvement.This is a measure description.
5A-ii1B-i
2.48
2.49
2.99
3
3.49
3.5
4.44.5
4.414.51
StudentsTeachers
How important is it to you to actively challenge inequalities in society?How much do you trust your principal to stand up for you in disagreements with parents?
How important is it to you to actively challenge inequalities in society?How much do you trust your principal to stand up for you in disagreements with parents?
s-civp-q3t-prtr-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.44.5
4.414.51
148
Community & WellbeingAcademic Learning
54
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Civic EngagementCritical Thinking
5A4C
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. This is a subcategory description.
2.482.18
2.492.19
2.992.69
32.7
3.493.19
3.53.2
4.4
4.41
Civic ParticipationProblem Solving Emphasis
Draws on anonymous student reports about their commitment to social awareness and community improvement.This is a measure description.
5A-ii4C-i
2.482.38
2.492.39
2.992.89
32.9
3.493.39
3.53.4
4.4
4.41
StudentsTeachers
How important is it to you to take action when something in society needs changing?How often do students at your school come up with their own interpretations of material?
How important is it to you to take action when something in society needs changing?How often do students at your school come up with their own interpretations of material?
s-civp-q4t-psol-q1
#N/A
2.482.38
2.492.39
2.992.89
32.9
3.493.39
3.53.4
4.4
4.41
149
Community & WellbeingAcademic Learning
54
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Work EthicCritical Thinking
5B4C
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.This is a subcategory description.
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.This is a measure description.
5B-i4C-i
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
StudentsTeachers
If you face a problem while working towards an important goal, how well can you keep working?How often do students apply ideas they have learned to new situations?
If you face a problem while working towards an important goal, how well can you keep working?How often do students apply ideas they have learned to new situations?
s-grit-q1t-psol-q2
#N/A
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
150
Community & WellbeingAcademic Learning
54
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Work EthicCritical Thinking
5B4C
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.This is a subcategory description.
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.This is a measure description.
5B-i4C-i
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
StudentsTeachers
How important is it to you to finish things you start?How often do students collaborate in class to solve complex problems either online or in person?
How important is it to you to finish things you start?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?
s-grit-q2t-psol-q3
#N/A
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
151
Community & WellbeingSchool Culture
52
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Work EthicRelationships
5B2B
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.This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
Perseverance & DeterminationStudent Sense of Belonging
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.This is a measure description.
5B-i2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
StudentsTeachers
How confident are you that you can remain focused on what you are doing, even when there are distractions?How much do students at this school care about each other?
How confident are you that you can remain focused on what you are doing, even when there are distractions?How much do students at this school care about each other?
s-grit-q3t-psup-q1
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
152
Community & WellbeingSchool Culture
52
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Work EthicRelationships
5B2B
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.This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
Perseverance & DeterminationStudent Sense of Belonging
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.This is a measure description.
5B-i2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
StudentsTeachers
If you fail to reach an important goal, how likely are you to try again?How often do students at this school help each other learn?
If you fail to reach an important goal, how likely are you to try again?How often do students at this school help each other learn?
s-grit-q4t-psup-q2
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
153
Community & WellbeingSchool Culture
52
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Work EthicRelationships
5B2B
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.This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
Growth MindsetStudent Sense of Belonging
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.This is a measure description.
5B-ii2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
StudentsTeachers
How much do you think you can change your own intelligence?How well do students at this school get along with each other?
How much do you think you can change your own intelligence?How well do students at this school get along with each other?
s-grmi-q1t-psup-q3
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
154
Community & WellbeingSchool Culture
52
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Work EthicRelationships
5B2B
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.This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
Growth MindsetStudent Sense of Belonging
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.This is a measure description.
5B-ii2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
StudentsTeachers
How much do you think that being bad at math is something someone can change?At this school, how respectful are students to each other?
How much do you think that being bad at math is something someone can change?At this school, how respectful are students to each other?
s-grmi-q2t-psup-q4
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.34.5
4.314.51
155
Community & WellbeingSchool Culture
52
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Work EthicSafety
5B2A
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.This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Growth MindsetStudent Emotional Safety
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.This is a measure description.
5B-ii2A-ii
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.34.5
4.314.51
StudentsTeachers
How much do you think that struggling as a writer is something someone can change?How often are students bullied at school or online?
How much do you think that struggling as a writer is something someone can change?How often are students bullied at school or online?
How often are students bullied at school?
How often are students bullied at school?
s-grmi-q3t-pvic-q1
#N/A
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.34.5
4.314.51
156
Community & WellbeingSchool Culture
52
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Work EthicSafety
5B2A
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.This is a subcategory description.
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Growth MindsetStudent Emotional Safety
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.This is a measure description.
5B-ii2A-ii
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.34.5
4.314.51
StudentsTeachers
How much do you think that intelligence is something that can be changed?How often are students bullied because of who they are?
How much do you think that intelligence is something that can be changed?How often are students bullied because of who they are?
How much do you think that struggling to understand something means you're bad at it?
s-grmi-q4t-pvic-q2
#N/A
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.34.5
4.314.51
157
Community & WellbeingSchool Culture
52
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Creative & Performing ArtsSafety
5C2A
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 artsThis is a subcategory description.
2.3552.23
2.3652.24
2.8652.74
2.8752.75
3.3653.24
3.3753.25
4.3
4.31
Participation In Creative & Performing ArtsStudent Emotional Safety
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. This is a measure description.
5C-i2A-ii
2.482.78
2.492.79
2.993.29
33.3
3.493.79
3.53.8
4.34.5
4.314.51
StudentsTeachers
In a typical week, how much time do you spend in creative arts instruction or activities?Overall, how unkind are students to each other?
In a typical week, how much time do you spend in creative arts instruction or activities?Overall, how unkind are students to each other?
s-expa-q1t-pvic-q3
#N/A
2.232.78
2.242.79
2.743.29
2.753.3
3.243.79
3.253.8
4.34.5
4.314.51
158
Community & WellbeingTeachers & Leadership
51
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Creative & Performing ArtsLeadership
5C1B
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 artsThis is a subcategory description.
2.3552.396666667
2.3652.406666667
2.8652.906666667
2.8752.916666667
3.3653.406666667
3.3753.416666667
4.34.433333333
4.314.443333333
Participation In Creative & Performing ArtsSupport For Teaching Development & Growth
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. This is a measure description.
5C-i1B-ii
2.48
2.49
2.99
3
3.49
3.5
4.34.5
4.314.51
Teachers
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?To what extent has your professional development been connected to the topics you teach?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?To what extent has your professional development been connected to the topics you teach?
In a typical week at your school, what is the average amount of time students spend in creative arts instruction or activities?
t-expa-q2t-qupd-q1
#N/A
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.34.5
4.314.51
159
Community & WellbeingTeachers & Leadership
51
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Creative & Performing ArtsLeadership
5C1B
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 artsThis is a subcategory description.
2.3552.396666667
2.3652.406666667
2.8652.906666667
2.8752.916666667
3.3653.406666667
3.3753.416666667
4.34.433333333
4.314.443333333
Participation In Creative & Performing ArtsSupport For Teaching Development & Growth
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. This is a measure description.
5C-i1B-ii
2.48
2.49
2.99
3
3.49
3.5
4.34.5
4.314.51
Teachers
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?
t-expa-q3t-qupd-q2
#N/A
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.34.5
4.314.51
160
Community & WellbeingTeachers & Leadership
51
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Creative & Performing ArtsLeadership
5C1B
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 artsThis is a subcategory description.
2.3552.396666667
2.3652.406666667
2.8652.906666667
2.8752.916666667
3.3653.406666667
3.3753.416666667
4.34.433333333
4.314.443333333
Participation In Creative & Performing ArtsSupport For Teaching Development & Growth
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. This is a measure description.
5C-i1B-ii
2.48
2.49
2.99
3
3.49
3.5
4.34.5
4.314.51
Admin DataTeachers
Hours of arts instruction per student per weekTo what extent has your professional development included enough time to explore new ideas?
Hours of arts instruction per student per weekTo what extent has your professional development included enough time to explore new ideas?
a-picp-i1t-qupd-q3
#N/A
number
2.982.48
2.992.49
3.492.99
3.53
3.993.49
43.5
4.34.5
4.314.51
161
Community & WellbeingTeachers & Leadership
51
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Creative & Performing ArtsLeadership
5C1B
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 artsThis is a subcategory description.
2.3552.396666667
2.3652.406666667
2.8652.906666667
2.8752.916666667
3.3653.406666667
3.3753.416666667
4.34.433333333
4.314.443333333
Valuing Creative & Performing ArtsSupport For Teaching Development & Growth
Draws on anonymous student reports about their interest in creative or performing arts.This is a measure description.
5C-ii1B-ii
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.34.5
4.314.51
StudentsTeachers
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?Overall, how strong has support for your professional growth been?
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?Overall, how strong has support for your professional growth been?
If your friends or family wanted to go to an art museum, how interested would you be in going?
s-appa-q1t-qupd-q4
#N/A
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.34.5
4.314.51
162
Community & WellbeingResources
53
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Creative & Performing ArtsFacilities & Personnel
5C3A
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 artsThis is a subcategory description.
2.3552.23
2.3652.24
2.8652.74
2.8752.75
3.3653.24
3.3753.25
4.34.5
4.314.51
Valuing Creative & Performing ArtsPhysical Space & Materials
Draws on anonymous student reports about their interest in creative or performing arts.This is a measure description.
5C-ii3A-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
StudentsTeachers
If your friends or family wanted to go to hear people play music, how interested would you be in going?How adequate is your access to the materials you need to effectively teach?
If your friends or family wanted to go to hear people play music, how interested would you be in going?How adequate is your access to the materials you need to effectively teach?
s-appa-q2t-reso-q1
#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
163
Community & WellbeingResources
53
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
Creative & Performing ArtsFacilities & Personnel
5C3A
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 artsThis is a subcategory description.
2.3552.23
2.3652.24
2.8652.74
2.8752.75
3.3653.24
3.3753.25
4.34.5
4.314.51
Valuing Creative & Performing ArtsPhysical Space & Materials
Draws on anonymous student reports about their interest in creative or performing arts.This is a measure description.
5C-ii3A-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
StudentsTeachers
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?How adequate is your access to the technology you need to effectively teach?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?How adequate is your access to the technology you need to effectively teach?
If your friends or family wanted to go to a play, how interested would you be in going?
s-appa-q3t-reso-q2
#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
164
Community & WellbeingResources
53
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
HealthFacilities & Personnel
5D3A
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.This is a subcategory description.
2.41752.23
2.42752.24
2.92752.74
2.93752.75
3.42753.24
3.43753.25
4.34.5
4.314.51
Social & Emotional HealthPhysical Space & Materials
Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description.
5D-i3A-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
StudentsTeachers
On a regular day at school, how often do you feel relaxed?How adequate is the support you receive for using technology?
On a regular day at school, how often do you feel relaxed?How adequate is the support you receive for using technology?
s-poaf-q1t-reso-q3
#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
165
Community & WellbeingResources
53
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
HealthFacilities & Personnel
5D3A
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.This is a subcategory description.
2.41752.23
2.42752.24
2.92752.74
2.93752.75
3.42753.24
3.43753.25
4.34.5
4.314.51
Social & Emotional HealthPhysical Space & Materials
Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description.
5D-i3A-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
StudentsTeachers
How often are you enthusiastic at school?How sufficient is the physical space for in-school activities during the pandemic?
How often are you enthusiastic at school?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?
s-poaf-q2t-reso-q4
#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
166
Community & WellbeingResources
53
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
HealthFacilities & Personnel
5D3A
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.This is a subcategory description.
2.41752.23
2.42752.24
2.92752.74
2.93752.75
3.42753.24
3.43753.25
4.34.5
4.314.51
Social & Emotional HealthPhysical Space & Materials
Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description.
5D-i3A-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
StudentsTeachers
On a normal day in school, how confident do you feel?How well-maintained are school facilities during the pandemic?
On a normal day in school, how confident do you feel?How well-maintained are school facilities during the pandemic?
How well-maintained are school facilities?
How well-maintained are school facilities?
s-poaf-q3t-reso-q5
#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
167
Community & WellbeingAcademic Learning
54
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
HealthPerformance
5D4A
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.This is a subcategory description.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.5
4.314.51
Social & Emotional HealthOverall Performance
Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description.
5D-i4A-i
2.232.396666667
2.242.406666667
2.742.906666667
2.752.916666667
3.243.406666667
3.253.416666667
4.34.566666667
4.314.576666667
StudentsTeachers
On a normal day in school, how much are you able to concentrate?Relative to what you know of students this age, how academically able are your students?
On a normal day in school, how much are you able to concentrate?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?
s-poaf-q4t-sach-q1
#N/A
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.34.5
4.314.51
168
Community & WellbeingAcademic Learning
54
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
HealthPerformance
5D4A
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.This is a subcategory description.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.5
4.314.51
Social & Emotional HealthOverall Performance
Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description.
5D-i4A-i
2.232.396666667
2.242.406666667
2.742.906666667
2.752.916666667
3.243.406666667
3.253.416666667
4.34.566666667
4.314.576666667
StudentsTeachers
On a typical day in school, how stressed do you feel about your schoolwork?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?
On a typical day in school, how stressed do you feel about your schoolwork?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?
s-acst-q1t-sach-q2
#N/A
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.34.5
4.314.51
169
Community & WellbeingAcademic Learning
54
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
HealthPerformance
5D4A
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.This is a subcategory description.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.5
4.314.51
Social & Emotional HealthOverall Performance
Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description.
5D-i4A-i
2.232.396666667
2.242.406666667
2.742.906666667
2.752.916666667
3.243.406666667
3.253.416666667
4.34.566666667
4.314.576666667
StudentsTeachers
When you take a test, how much do you worry about doing well?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?
When you take a test, how much do you worry about doing well?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 s/he rate your students?
s-acst-q2t-sach-q3
#N/A
2.232.48
2.242.49
2.742.99
2.753
3.243.49
3.253.5
4.34.5
4.314.51
170
Community & WellbeingResources
53
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
HealthFacilities & Personnel
5D3A
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.This is a subcategory description.
2.41752.23
2.42752.24
2.92752.74
2.93752.75
3.42753.24
3.43753.25
4.34.5
4.314.51
Social & Emotional HealthContent Specialists & Support Staff
Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description.
5D-i3A-ii
2.232.396666667
2.242.406666667
2.742.906666667
2.752.916666667
3.243.406666667
3.253.416666667
4.34.433333333
4.314.443333333
StudentsTeachers
Typically, how anxious do you feel about your grades?Overall, how effective is the support students receive from non-teaching staff?
Typically, how anxious do you feel about your grades?Overall, how effective is the support students receive from non-teaching staff?
How much do you think that your grades and test scores will determine your future?
s-acst-q3t-sust-q1
#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
171
Community & WellbeingResources
53
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
HealthFacilities & Personnel
5D3A
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.This is a subcategory description.
2.41752.23
2.42752.24
2.92752.74
2.93752.75
3.42753.24
3.43753.25
4.34.5
4.314.51
Physical HealthContent Specialists & Support Staff
Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. This is a measure description.
5D-ii3A-ii
2.6052.396666667
2.6152.406666667
3.1152.906666667
3.1252.916666667
3.6153.406666667
3.6253.416666667
4.34.433333333
4.314.443333333
Admin DataTeachers
Constructed by MCIEA staff
Medical staff to student ratioHow adequate is the number of non-teaching support staff?
Medical staff to student ratioHow adequate is the number of non-teaching support staff?
a-phya-i1t-sust-q2
#N/A
750
ratio
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.34.25
4.314.26
172
Community & WellbeingResources
53
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
HealthFacilities & Personnel
5D3A
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.This is a subcategory description.
2.41752.23
2.42752.24
2.92752.74
2.93752.75
3.42753.24
3.43753.25
4.34.5
4.314.51
Physical HealthContent Specialists & Support Staff
Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. This is a measure description.
5D-ii3A-ii
2.6052.396666667
2.6152.406666667
3.1152.906666667
3.1252.916666667
3.6153.406666667
3.6253.416666667
4.34.433333333
4.314.443333333
Teachers
In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?How often are non-teaching support staff available either online or in person for students with non-academic issues?
In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?How often are non-teaching support staff available either online or in person for students with non-academic issues?
In a typical week at your school, what is the average amount of time students spend engaged in physical activity?
How often are non-teaching support staff available for students with non-academic issues?
t-phya-q2t-sust-q3
#N/A
2.232.33
2.242.34
2.742.84
2.752.85
3.243.34
3.253.35
4.34.25
4.314.26
173
Community & WellbeingResources
53
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.This is a category description.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.This is a category short description.
HealthFacilities & Personnel
5D3A
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.This is a subcategory description.
2.41752.23
2.42752.24
2.92752.74
2.93752.75
3.42753.24
3.43753.25
4.34.5
4.314.51
Physical HealthContent Specialists & Support Staff
Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. This is a measure description.
5D-ii3A-ii
2.6052.396666667
2.6152.406666667
3.1152.906666667
3.1252.916666667
3.6153.406666667
3.6253.416666667
4.34.433333333
4.314.443333333
Teachers
In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?How often are non-teaching support staff available either online or in person for students who are struggling academically?
In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?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?
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