To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success. Please note: The larger complete data file is downloadable under the Attachments Section
This dataset has the following 351 columns:
| Column Name | API Column Name | Data Type | Sample Values |
|---|---|---|---|
| DBN | dbn | text | QAXD C586 16K243 20K105 28Q349 view top 100 |
| School Name | school_name | text | Brooklyn Chinese American Association Jewish Community Center Of Staten Island Trabajamos Community Head Start P.S. 372 -The Children'S School The Little Learning Center view top 100 |
| Total Teacher Response Rate | total_teacher_response_rate | number | 1 0.5 0.75 0.67 0.8 view top 100 |
| q1. How many teachers at this school…are actively trying to improve their teaching? A lot/All | q1_how_many_teachers_at_this | number | 1 0.94 0.92 0.9 0.96 view top 100 |
| q1. How many teachers at this school…are actively trying to improve their teaching? None/Some | q1_how_many_teachers_at_this_1 | number | 0 0.06 0.08 0.1 0.04 view top 100 |
| q2. How many teachers at this school…take responsibility for improving the school? A lot/All | q2_how_many_teachers_at_this | number | 1 0.8 0.88 0.83 0.77 view top 100 |
| q2. How many teachers at this school…take responsibility for improving the school?None/Some | q2_how_many_teachers_at_this_1 | number | 0 0.2 0.12 0.23 0.17 view top 100 |
| q3. How many teachers at this school…are eager to try new ideas? A lot/All | q3_how_many_teachers_at_this | number | 1 0.83 0.82 0.8 0.86 view top 100 |
| q3. How many teachers at this school…are eager to try new ideas? None/Some | q3_how_many_teachers_at_this_1 | number | 0 0.17 0.18 0.2 0.14 view top 100 |
| q4. How many teachers at this school…feel responsible that all students learn? A lot/All | q4_how_many_teachers_at_this | number | 1 0.94 0.96 0.9 0.88 view top 100 |
| q4. How many teachers at this school…feel responsible that all students learn? None/Some | q4_how_many_teachers_at_this_1 | number | 0 0.06 0.04 0.1 0.12 view top 100 |
| q5. I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice. Agree/Strongly agree | q5_i_am_able_to_receive | number | 1 0.94 0.95 0.96 0.93 view top 100 |
| q5. I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice. Strongly disagree/Disagree | q5_i_am_able_to_receive_1 | number | 0 0.06 0.05 0.04 0.07 view top 100 |
| q6. I am able to...use my students' prior knowledge to make my lessons relevant to their everyday life. Agree/Strongly agree | q6_i_am_able_to_use_my | number | 1 0.97 0.98 0.96 0.95 view top 100 |
| q6. I am able to...use my students' prior knowledge to make my lessons relevant to their everyday life. Strongly disagree/Disagree | q6_i_am_able_to_use_my_1 | number | 0 0.03 0.02 0.04 0.05 view top 100 |
| q7. I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students. Agree/Strongly agree | q7_i_am_able_to_modify | number | 1 0.97 0.95 0.96 0.98 view top 100 |
| q7. I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students. Strongly disagree/Disagree | q7_i_am_able_to_modify_1 | number | 0 0.03 0.05 0.04 0.02 view top 100 |
| q8. I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds. Agree/Strongly agree | q8_i_am_able_to_ensure | number | 1 0.97 0.96 0.95 0.94 view top 100 |
| q8. I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds. Strongly disagree/Disagree | q8_i_am_able_to_ensure_1 | number | 0 0.03 0.04 0.05 0.06 view top 100 |
| q9. I am able to...affirm racial and cultural identities in my classroom practice. Agree/Strongly agree | q9_i_am_able_to_affirm_racial | number | 1 0.97 0.98 0.96 0.95 view top 100 |
| q9. I am able to...affirm racial and cultural identities in my classroom practice. Strongly disagree/Disagree | q9_i_am_able_to_affirm_racial_1 | number | 0 0.03 0.02 0.04 0.05 view top 100 |
| q10. I am able to...empower students as agents of social change in my classroom practice. Agree/Strongly agree | q10_i_am_able_to_empower | number | 1 0.96 0.97 0.95 0.94 view top 100 |
| q10. I am able to...empower students as agents of social change in my classroom practice. Strongly disagree/Disagree | q10_i_am_able_to_empower_1 | number | 0 0.04 0.03 0.05 0.06 view top 100 |
| q11. I am able to...design appropriate instruction that is matched to students' need (e.g. English language learners (ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities). Agree/Strongly agree | q11_i_am_able_to_design | number | 1 0.97 0.96 0.94 0.95 view top 100 |
| q11. I am able to...design appropriate instruction that is matched to students' need (e.g. English language learners (ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities). Strongly disagree/Disagree | q11_i_am_able_to_design_1 | number | 0 0.03 0.04 0.06 0.05 view top 100 |
| q12. I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress. Agree/Strongly agree | q12_i_am_able_to_apply_my | number | 1 0.97 0.96 0.95 0.94 view top 100 |
| q12. I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress. Strongly disagree/Disagree | q12_i_am_able_to_apply_my_1 | number | 0 0.03 0.04 0.05 0.06 view top 100 |
| q13. I am able to...develop appropriate Individualized Education Programs for my students with disabilities. Agree/Strongly agree | q13_i_am_able_to_develop | number | 1 0.97 0.95 0.94 0.96 view top 100 |
| q13. I am able to...develop appropriate Individualized Education Programs for my students with disabilities. Strongly disagree/Disagree | q13_i_am_able_to_develop_1 | number | 0 0.03 0.05 0.06 0.04 view top 100 |
| q14. I am able to...monitor progress on Individualized Education Program goals for my students with disabilities. Agree/Strongly agree | q14_i_am_able_to_monitor | number | 1 0.97 0.95 0.96 0.94 view top 100 |
| q14. I am able to...monitor progress on Individualized Education Program goals for my students with disabilities. Strongly disagree/Disagree | q14_i_am_able_to_monitor_1 | number | 0 0.03 0.05 0.04 0.06 view top 100 |
| q15. I am able to...distinguish linguistic/cultural differences from learning difficulties. Agree/Strongly agree | q15_i_am_able_to_distinguish | number | 1 0.96 0.97 0.95 0.98 view top 100 |
| q15. I am able to...distinguish linguistic/cultural differences from learning difficulties. Strongly disagree/Disagree | q15_i_am_able_to_distinguish_1 | number | 0 0.04 0.03 0.05 0.02 view top 100 |
| q16. I feel respected by the NYC DOE central administration. Agree/Strongly agree | q16_i_feel_respected_by_the | text | 0.81 view top 100 |
| q16. I feel respected by the NYC DOE central administration. Strongly disagree/Disagree | q16_i_feel_respected_by_the_1 | text | 0.19 view top 100 |
| q17. Central DOE employees have confidence in the expertise of the teachers. Agree/Strongly agree | q17_central_doe_employees | text | 0.81 view top 100 |
| q17. Central DOE employees have confidence in the expertise of the teachers. Strongly disagree/Disagree | q17_central_doe_employees_1 | text | 0.19 view top 100 |
| q18. Central DOE employees place the needs of children ahead of personal interests. Agree/Strongly agree | q18_central_doe_employees | text | 0.69 view top 100 |
| q18. Central DOE employees place the needs of children ahead of personal interests. Strongly disagree/Disagree | q18_central_doe_employees_1 | text | 0.31 view top 100 |
| q19. The Chancellor is an effective manager who makes the NYC DOE run smoothly. Agree/Strongly agree | q19_the_chancellor_is_an | text | 0.77 view top 100 |
| q19. The Chancellor is an effective manager who makes the NYC DOE run smoothly. Strongly disagree/Disagree | q19_the_chancellor_is_an_1 | text | 0.23 view top 100 |
| q20. I trust the Chancellor at her word. Agree/Strongly agree | q20_i_trust_the_chancellor | text | 0.77 view top 100 |
| q20. I trust the Chancellor at her word. Strongly disagree/Disagree | q20_i_trust_the_chancellor_1 | text | 0.23 view top 100 |
| q21. I usually look forward to each working day at this school. Agree/Strongly agree | q21_i_usually_look_forward | number | 1 0.95 0.96 0.94 0.97 view top 100 |
| q21. I usually look forward to each working day at this school. Strongly disagree/Disagree | q21_i_usually_look_forward_1 | number | 0 0.05 0.04 0.06 0.03 view top 100 |
| q22. I would recommend this school to parents/guardians seeking a place for their child. Agree/Strongly agree | q22_i_would_recommend_this | number | 1 0.94 0.96 0.9 0.97 view top 100 |
| q22. I would recommend this school to parents/guardians seeking a place for their child. Strongly disagree/Disagree | q22_i_would_recommend_this_1 | number | 0 0.06 0.04 0.03 0.1 view top 100 |
| q23. Teachers in this school trust each other. Agree/Strongly agree | q23_teachers_in_this_school | number | 1 0.94 0.89 0.9 0.86 view top 100 |
| q23. Teachers in this school trust each other. Strongly disagree/Disagree | q23_teachers_in_this_school_1 | number | 0 0.06 0.11 0.1 0.14 view top 100 |
| q24. It's OK in this school to discuss feelings, worries, and frustrations with other teachers. Agree/Strongly agree | q24_it_s_ok_in_this_school | number | 1 0.94 0.9 0.92 0.91 view top 100 |
| q24. It's OK in this school to discuss feelings, worries, and frustrations with other teachers. Strongly disagree/Disagree | q24_it_s_ok_in_this_school_1 | number | 0 0.06 0.1 0.08 0.09 view top 100 |
| q25. I have conversations about race and racism at my school that help me examine my own beliefs around identity. Agree/Strongly agree | q25_i_have_conversations | number | 1 0.88 0.8 0.83 0.86 view top 100 |
| q25. I have conversations about race and racism at my school that help me examine my own beliefs around identity. Strongly disagree/Disagree | q25_i_have_conversations_1 | number | 0 0.12 0.2 0.14 0.17 view top 100 |
| q26. Teachers respect other teachers who take the lead in school improvement efforts. Agree/Strongly agree | q26_teachers_respect_other | number | 1 0.94 0.92 0.96 0.95 view top 100 |
| q26. Teachers respect other teachers who take the lead in school improvement efforts. Strongly disagree/Disagree | q26_teachers_respect_other_1 | number | 0 0.06 0.08 0.04 0.05 view top 100 |
| q27. I feel respected by other teachers at this school. Agree/Strongly agree | q27_i_feel_respected_by_other | number | 1 0.94 0.95 0.96 0.92 view top 100 |
| q27. I feel respected by other teachers at this school. Strongly disagree/Disagree | q27_i_feel_respected_by_other_1 | number | 0 0.06 0.05 0.04 0.08 view top 100 |
| q28. Teachers at this school respect their colleagues’ specific expertise. Agree/Strongly agree | q28_teachers_at_this_school | number | 1 0.94 0.95 0.96 0.97 view top 100 |
| q28. Teachers at this school respect their colleagues’ specific expertise. Strongly disagree/Disagree | q28_teachers_at_this_school_1 | number | 0 0.06 0.05 0.04 0.03 view top 100 |
| q29. I would recommend this school to other teachers as a place to work. Agree/Strongly agree | q29_i_would_recommend_this | number | 1 0.94 0.96 0.95 0.97 view top 100 |
| q29. I would recommend this school to other teachers as a place to work. Strongly disagree/Disagree | q29_i_would_recommend_this_1 | number | 0 0.06 0.04 0.05 0.03 view top 100 |
| q30. I feel respected by the principal/school leader at this school. Agree/Strongly agree | q30_i_feel_respected_by_the | number | 1 0.95 0.94 0.97 0.96 view top 100 |
| q30. I feel respected by the principal/school leader at this school. Strongly disagree/Disagree | q30_i_feel_respected_by_the_1 | number | 0 0.05 0.06 0.03 0.04 view top 100 |
| q31. The principal/school leader at this school is an effective manager who makes the school run smoothly. Agree/Strongly agree | q31_the_principal_school | number | 1 0.95 0.96 0.92 0.97 view top 100 |
| q31. The principal/school leader at this school is an effective manager who makes the school run smoothly. Strongly disagree/Disagree | q31_the_principal_school_1 | number | 0 0.05 0.04 0.08 0.03 view top 100 |
| q32. The principal/school leader has confidence in the expertise of the teachers at this school. Agree/Strongly agree | q32_the_principal_school | number | 1 0.95 0.96 0.97 0.94 view top 100 |
| q32. The principal/school leader has confidence in the expertise of the teachers at this school. Strongly disagree/Disagree | q32_the_principal_school_1 | number | 0 0.05 0.04 0.06 0.03 view top 100 |
| q33. I trust the principal/school leader at his or her word (to do what he or she says that he or she will do). Agree/Strongly agree | q33_i_trust_the_principal | number | 1 0.88 0.95 0.9 0.97 view top 100 |
| q33. I trust the principal/school leader at his or her word (to do what he or she says that he or she will do). Strongly disagree/Disagree | q33_i_trust_the_principal_1 | number | 0 0.12 0.05 0.1 0.03 view top 100 |
| q34. At this school, it’s OK to discuss feelings, worries, and frustrations with the principal/school leader. Agree/Strongly agree | q34_at_this_school_it_s_ok | number | 1 0.88 0.91 0.94 0.95 view top 100 |
| q34. At this school, it’s OK to discuss feelings, worries, and frustrations with the principal/school leader. Strongly disagree/Disagree | q34_at_this_school_it_s_ok_1 | number | 0 0.12 0.09 0.06 0.05 view top 100 |
| q35. The principal/school leader takes a personal interest in the professional development of teachers. Agree/Strongly agree | q35_the_principal_school | number | 1 0.94 0.95 0.97 0.92 view top 100 |
| q35. The principal/school leader takes a personal interest in the professional development of teachers. Strongly disagree/Disagree | q35_the_principal_school_1 | number | 0 0.06 0.05 0.03 0.08 view top 100 |
| q36. The principal/school leader looks out for the personal welfare of the staff members. Agree/Strongly agree | q36_the_principal_school | number | 1 0.94 0.95 0.91 0.96 view top 100 |
| q36. The principal/school leader looks out for the personal welfare of the staff members. Strongly disagree/Disagree | q36_the_principal_school_1 | number | 0 0.06 0.05 0.09 0.04 view top 100 |
| q37. The principal/school leader places the needs of children ahead of personal interests. Agree/Strongly agree | q37_the_principal_school | number | 1 0.96 0.97 0.95 0.94 view top 100 |
| q37. The principal/school leader places the needs of children ahead of personal interests. Strongly disagree/Disagree | q37_the_principal_school_1 | number | 0 0.04 0.03 0.05 0.06 view top 100 |
| q38. The principal and assistant principals function as a cohesive unit. Agree/Strongly agree | q38_the_principal_and | number | 1 0.94 0.88 0.95 0 view top 100 |
| q38. The principal and assistant principals function as a cohesive unit. Strongly disagree/Disagree | q38_the_principal_and_1 | number | 0 0.06 0.12 0.05 0.03 view top 100 |
| q39. In this school, the staff believes that all students can learn, including English language learners (ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities. Agree/Strongly agree | q39_in_this_school_the_staff | number | 1 0.97 0.96 0.98 0.95 view top 100 |
| q39. In this school, the staff believes that all students can learn, including English language learners (ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities. Strongly disagree/Disagree | q39_in_this_school_the_staff_1 | number | 0 0.03 0.04 0.02 0.05 view top 100 |
| q40. I feel respected by assistant principals at this school. Agree/Strongly agree | q40_i_feel_respected_by | number | 1 0 0.95 0.97 0.94 view top 100 |
| q40. I feel respected by assistant principals at this school. Strongly disagree/Disagree | q40_i_feel_respected_by_1 | number | 0 0.05 0.03 0.06 0.04 view top 100 |
| q41. At this school, students with disabilities are included in all school activities. Agree/Strongly agree | q41_at_this_school_students | number | 1 0.97 0.96 0.95 0.98 view top 100 |
| q41. At this school, students with disabilities are included in all school activities. Strongly disagree/Disagree | q41_at_this_school_students_1 | number | 0 0.03 0.04 0.05 0.02 view top 100 |
| q42. This school educates students with disabilities in the least restrictive environment appropriate. Agree/Strongly agree | q42_this_school_educates | number | 1 0.97 0.96 0.95 0.94 view top 100 |
| q42. This school educates students with disabilities in the least restrictive environment appropriate. Strongly disagree/Disagree | q42_this_school_educates_1 | number | 0 0.03 0.04 0.05 0.06 view top 100 |
| q43. At this school, there is a positive school culture where students feel respected and listened to. Agree/Strongly agree | q43_at_this_school_there | number | 1 0.96 0.97 0.95 0.98 view top 100 |
| q43. At this school, there is a positive school culture where students feel respected and listened to. Strongly disagree/Disagree | q43_at_this_school_there_1 | number | 0 0.04 0.03 0.05 0.02 view top 100 |
| q44. This school has well-defined learning expectations for all students. Agree/Strongly agree | q44_this_school_has_well | number | 1 0.95 0.97 0.96 0.94 view top 100 |
| q44. This school has well-defined learning expectations for all students. Strongly disagree/Disagree | q44_this_school_has_well_1 | number | 0 0.05 0.03 0.04 0.06 view top 100 |
| q45. At this school students harass, bully, or intimidate other students. None of the time/Rarely | q45_at_this_school_students | number | 1 0.89 0.88 0.94 0.8 view top 100 |
| q45. At this school students harass, bully, or intimidate other students. Some of the time/Most of the time | q45_at_this_school_students_1 | number | 0 0.11 0.12 0.06 0.17 view top 100 |
| q46. At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively. Agree/Strongly agree | q46_at_this_school_the | number | 1 0.95 0.97 0.94 0.93 view top 100 |
| q46. At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively. Strongly disagree/Disagree | q46_at_this_school_the_1 | number | 0 0.05 0.03 0.06 0.07 view top 100 |
| q47. At this school…once we start a new program, we follow up to make sure that it’s working. Agree/Strongly agree | q47_at_this_school_once_we | number | 1 0.88 0.9 0.89 0.91 view top 100 |
| q47. At this school…once we start a new program, we follow up to make sure that it’s working. Strongly disagree/Disagree | q47_at_this_school_once_we_1 | number | 0 0.12 0.11 0.1 0.09 view top 100 |
| q48. At this school…it is clear how all of the programs offered are connected to our school’s instructional vision. Agree/Strongly agree | q48_at_this_school_it_is | number | 1 0.94 0.88 0.95 0.97 view top 100 |
| q48. At this school…it is clear how all of the programs offered are connected to our school’s instructional vision. Strongly disagree/Disagree | q48_at_this_school_it_is_1 | number | 0 0.06 0.12 0.05 0.03 view top 100 |
| q49. At this school…teachers design instructional programs (e.g. lessons, units) together. Agree/Strongly agree | q49_at_this_school_teachers | number | 1 0.95 0.94 0.97 0.96 view top 100 |
| q49. At this school…teachers design instructional programs (e.g. lessons, units) together. Strongly disagree/Disagree | q49_at_this_school_teachers_1 | number | 0 0.05 0.06 0.03 0.04 view top 100 |
| q50. At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels. Agree/Strongly agree | q50_at_this_school_teachers | number | 1 0 0.88 0.89 0.92 view top 100 |
| q50. At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels. Strongly disagree/Disagree | q50_at_this_school_teachers_1 | number | 0 0.12 0.11 0.08 0.05 view top 100 |
| q51. At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school. Agree/Strongly agree | q51_at_this_school_curriculum | number | 1 0.88 0 0.94 0.93 view top 100 |
| q51. At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school. Strongly disagree/Disagree | q51_at_this_school_curriculum_1 | number | 0 0.12 0.06 0.07 0.05 view top 100 |
| q52. At this school…teachers understand families' challenges and concerns. Agree/Strongly agree | q52_at_this_school_teachers | number | 1 0.97 0.95 0.96 0.98 view top 100 |
| q52. At this school…teachers understand families' challenges and concerns. Strongly disagree/Disagree | q52_at_this_school_teachers_1 | number | 0 0.03 0.05 0.04 0.02 view top 100 |
| q53. At this school…teachers work closely with families to meets students' needs. Agree/Strongly agree | q53_at_this_school_teachers | number | 1 0.96 0.97 0.95 0.94 view top 100 |
| q53. At this school…teachers work closely with families to meets students' needs. Strongly disagree/Disagree | q53_at_this_school_teachers_1 | number | 0 0.04 0.03 0.05 0.06 view top 100 |
| q54. At this school…school staff regularly communicate with parents/guardians about how parents/guardians can help students learn. Agree/Strongly agree | q54_at_this_school_school | number | 1 0.97 0.96 0.95 0.98 view top 100 |
| q54. At this school…school staff regularly communicate with parents/guardians about how parents/guardians can help students learn. Strongly disagree/Disagree | q54_at_this_school_school_1 | number | 0 0.03 0.04 0.05 0.02 view top 100 |
| q55. At this school…the principal/school leader encourages feedback through regular meetings with parent and teacher leaders. Agree/Strongly agree | q55_at_this_school_the | number | 1 0.95 0.97 0.94 0.96 view top 100 |
| q55. At this school…the principal/school leader encourages feedback through regular meetings with parent and teacher leaders. Strongly disagree/Disagree | q55_at_this_school_the_1 | number | 0 0.05 0.03 0.06 0.04 view top 100 |
| q56. At this school…school staff value families' race, ethnicity, culture, or background. Agree/Strongly agree | q56_at_this_school_school | number | 1 0.96 0.97 0.95 0.98 view top 100 |
| q56. At this school…school staff value families' race, ethnicity, culture, or background. Strongly disagree/Disagree | q56_at_this_school_school_1 | number | 0 0.04 0.03 0.05 0.02 view top 100 |
| q57. Overall, my professional development experiences this year have...been sustained and coherently focused, rather than short-term and unrelated. Agree/Strongly agree | q57_overall_my_professional | number | 1 0.88 0.94 0.93 0.89 view top 100 |
| q57. Overall, my professional development experiences this year have...been sustained and coherently focused, rather than short-term and unrelated. Strongly disagree/Disagree | q57_overall_my_professional_1 | number | 0 0.12 0.06 0.07 0.11 view top 100 |
| q58. Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas. Agree/Strongly agree | q58_overall_my_professional | number | 1 0.89 0.88 0.93 0.92 view top 100 |
| q58. Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas. Strongly disagree/Disagree | q58_overall_my_professional_1 | number | 0 0.11 0.12 0.07 0.08 view top 100 |
| q59. Overall, my professional development experiences this year have...included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors in my school. Agree/Strongly agree | q59_overall_my_professional | number | 1 0.92 0.9 0.86 0.83 view top 100 |
| q59. Overall, my professional development experiences this year have...included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors in my school. Strongly disagree/Disagree | q59_overall_my_professional_1 | number | 0 0.08 0.1 0.14 0.17 view top 100 |
| q60. Overall, my professional development experiences this year have...directly related to my students’ needs. Agree/Strongly agree | q60_overall_my_professional | number | 1 0.88 0.94 0.92 0.95 view top 100 |
| q60. Overall, my professional development experiences this year have...directly related to my students’ needs. Strongly disagree/Disagree | q60_overall_my_professional_1 | number | 0 0.06 0.12 0.08 0.05 view top 100 |
| q61. The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals. Agree/Strongly agree | q61_the_principal_school | number | 1 0.95 0.97 0.94 0.96 view top 100 |
| q61. The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals. Strongly disagree/Disagree | q61_the_principal_school_1 | number | 0 0.05 0.03 0.06 0.04 view top 100 |
| q62. The principal/school leader at this school...communicates a clear vision for this school. Agree/Strongly agree | q62_the_principal_school | number | 1 0.94 0.95 0.97 0.93 view top 100 |
| q62. The principal/school leader at this school...communicates a clear vision for this school. Strongly disagree/Disagree | q62_the_principal_school_1 | number | 0 0.06 0.05 0.03 0.07 view top 100 |
| q63. The principal/school leader at this school...understands how children learn. Agree/Strongly agree | q63_the_principal_school | number | 1 0.96 0.97 0.95 0.92 view top 100 |
| q63. The principal/school leader at this school...understands how children learn. Strongly disagree/Disagree | q63_the_principal_school_1 | number | 0 0.04 0.03 0.05 0.06 view top 100 |
| q64. The principal/school leader at this school...sets high standards for student learning. Agree/Strongly agree | q64_the_principal_school | number | 1 0.95 0.96 0.97 0.94 view top 100 |
| q64. The principal/school leader at this school...sets high standards for student learning. Strongly disagree/Disagree | q64_the_principal_school_1 | number | 0 0.05 0.04 0.03 0.06 view top 100 |
| q65. The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development. Agree/Strongly agree | q65_the_principal_assistant | number | 1 0.95 0.94 0.96 0.93 view top 100 |
| q65. The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development. Strongly disagree/Disagree | q65_the_principal_assistant_1 | number | 0 0.05 0.06 0.04 0.07 view top 100 |
| q66. The principal/assistant principal(s) at this school…carefully tracks student academic progress. Agree/Strongly agree | q66_the_principal_assistant | number | 1 0.96 0.97 0.95 0.94 view top 100 |
| q66. The principal/assistant principal(s) at this school…carefully tracks student academic progress. Strongly disagree/Disagree | q66_the_principal_assistant_1 | number | 0 0.04 0.03 0.05 0.06 view top 100 |
| q67. The principal/assistant principal(s) at this school…knows what’s going on in my classes. Agree/Strongly agree | q67_the_principal_assistant | number | 1 0.95 0.9 0.92 0.89 view top 100 |
| q67. The principal/assistant principal(s) at this school…knows what’s going on in my classes. Strongly disagree/Disagree | q67_the_principal_assistant_1 | number | 0 0.05 0.1 0.08 0.11 view top 100 |
| q68. The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice. Agree/Strongly agree | q68_the_principal_assistant | number | 1 0.95 0.94 0.97 0.92 view top 100 |
| q68. The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice. Strongly disagree/Disagree | q68_the_principal_assistant_1 | number | 0 0.05 0.06 0.03 0.08 view top 100 |
| q69. The principal/assistant principal(s) at this school…provides teachers with the support to implement formative feedback. Agree/Strongly agree | q69_the_principal_assistant | number | 1 0.94 0.92 0.95 0.93 view top 100 |
| q69. The principal/assistant principal(s) at this school…provides teachers with the support to implement formative feedback. Strongly disagree/Disagree | q69_the_principal_assistant_1 | number | 0 0.06 0.08 0.05 0.07 view top 100 |
| q70. The principal/school leader at this school...participates in instructional planning with teams of teachers. Agree/Strongly agree | q70_the_principal_school | number | 1 0.88 0.92 0.94 0.9 view top 100 |
| q70. The principal/school leader at this school...participates in instructional planning with teams of teachers. Strongly disagree/Disagree | q70_the_principal_school_1 | number | 0 0.12 0.08 0.06 0.1 view top 100 |
| q71. The principal/assistant principal(s) at this school…supports teachers in modifying instructional activities and materials to meet the developmental needs and learning interests of all my students. Agree/Strongly agree | q71_the_principal_assistant | number | 1 0.92 0.94 0.89 0.88 view top 100 |
| q71. The principal/assistant principal(s) at this school…supports teachers in modifying instructional activities and materials to meet the developmental needs and learning interests of all my students. Strongly disagree/Disagree | q71_the_principal_assistant_1 | number | 0 0.08 0.06 0.11 0.12 view top 100 |
| q72. How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms? A moderate amount/A great deal of influence | q72_how_much_influence_do | number | 1 0.94 0.89 0.88 0.86 view top 100 |
| q72. How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms? No influence/Little | q72_how_much_influence_do_1 | number | 0 0.06 0.11 0.12 0.14 view top 100 |
| q73. How much influence do teachers have over school policy in...developing instructional materials? A moderate amount/A great deal of influence | q73_how_much_influence_do | number | 1 0.93 0.92 0.95 0.88 view top 100 |
| q73. How much influence do teachers have over school policy in...developing instructional materials? No influence/Little | q73_how_much_influence_do_1 | number | 0 0.07 0.08 0.12 0.05 view top 100 |
| q74. How much influence do teachers have over school policy in...setting standards for student behavior? A moderate amount/A great deal of influence | q74_how_much_influence_do | number | 1 0.88 0.94 0.95 0.92 view top 100 |
| q74. How much influence do teachers have over school policy in...setting standards for student behavior? No influence/Little | q74_how_much_influence_do_1 | number | 0 0.12 0.06 0.05 0.08 view top 100 |
| q75. The performance of the citywide Panel for Educational Policy with regard to school resources, oversight, curriculum, and progress in student achievement. Satisfied/Very satisfied | q75_the_performance_of_the | number | 1 0 0.8 0.67 0.62 view top 100 |
| q75. The performance of the citywide Panel for Educational Policy with regard to school resources, oversight, curriculum, and progress in student achievement. Very dissatisfied/Dissatisfied | q75_the_performance_of_the_1 | number | 0 0.2 0.33 0.38 0.17 view top 100 |
| q76. The performance of the Schools Chancellor with regard to school resources, oversight, curriculum, and progress in student achievement. Satisfied/Very satisfied | q76_the_performance_of_the | number | 0 1 0.67 0.5 0.62 view top 100 |
| q76. The performance of the Schools Chancellor with regard to school resources, oversight, curriculum, and progress in student achievement. Very dissatisfied/Dissatisfied | q76_the_performance_of_the_1 | number | 0 0.33 0.5 0.2 0.38 view top 100 |
| q78. In planning my last instructional unit, I had the resources and tools I needed to…meet the needs of my students. Agree/Strongly agree | q78_in_planning_my_last | number | 0 1 0.8 0.86 0.83 view top 100 |
| q78. In planning my last instructional unit, I had the resources and tools I needed to…meet the needs of my students. Strongly disagree/Disagree | q78_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.09 view top 100 |
| q79. In planning my last instructional unit, I had the resources and tools I needed to…focus deeply on the concepts emphasized in the Prekindergarten Foundation for the Common Core (PKFCC), New York State Prekindergarten Learning Standards (NYSPLS), and/o | q79_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q79. In planning my last instructional unit, I had the resources and tools I needed to…focus deeply on the concepts emphasized in the Prekindergarten Foundation for the Common Core (PKFCC), New York State Prekindergarten Learning Standards (NYSPLS), and 1 | q79_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.33 view top 100 |
| q80. In planning my last instructional unit, I had the resources and tools I needed to…help students engage with books and materials, or in other learning activities reflective of their diverse racial, cultural, and linguistic perspective. Agree/Strongly | q80_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q80. In planning my last instructional unit, I had the resources and tools I needed to…help students engage with books and materials, or in other learning activities reflective of their diverse racial, cultural, and linguistic perspective. Strongly disag | q80_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.12 view top 100 |
| q81. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspect | q81_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q81. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspe 1 | q81_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.12 view top 100 |
| q82. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Social Studies] Agree/Strongly agr | q82_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q82. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Social Studies] Strongly disagree/ | q82_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.08 view top 100 |
| q83. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Social Studies] Agree/Strongly agree | q83_in_planning_my_last | number | 0 1 0.8 0.86 0.83 view top 100 |
| q83. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Social Studies] Strongly disagree/Disagree | q83_in_planning_my_last_1 | number | 0 0.2 0.14 0.17 0.12 view top 100 |
| q84. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Social Studies] Agree/Strongly agree | q84_in_planning_my_last | number | 0 1 0.8 0.86 0.83 view top 100 |
| q84. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Social Studies] Strongly disagree/Disagree | q84_in_planning_my_last_1 | number | 0 0.2 0.14 0.17 0.12 view top 100 |
| q85. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Social Studies] A | q85_in_planning_my_last | number | 0 1 0.8 0.86 0.88 view top 100 |
| q85. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Social Studies] S | q85_in_planning_my_last_1 | number | 0 0.2 0.14 0.12 0.17 view top 100 |
| q86. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Social Studies] Agree/Strongly agree | q86_in_planning_my_last | number | 0 1 0.83 0.8 0.86 view top 100 |
| q86. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Social Studies] Strongly disagree/Disa | q86_in_planning_my_last_1 | number | 0 0.17 0.2 0.14 0.12 view top 100 |
| q87. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Social Stud | q87_in_planning_my_last | number | 0 1 0.8 0.86 0.83 view top 100 |
| q87. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Social St 1 | q87_in_planning_my_last_1 | number | 0 0.2 0.14 0.17 0.12 view top 100 |
| q88. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Social Studies] Agree/Strongly agree | q88_in_planning_my_last | number | 0 1 0.86 0.8 0.83 view top 100 |
| q88. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Social Studies] Strongly disagree/Disagree | q88_in_planning_my_last_1 | number | 0 0.14 0.2 0.17 0.12 view top 100 |
| q89. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies] | q89_in_planning_my_last | number | 0 1 0.8 0.83 0.88 view top 100 |
| q89. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies 1 | q89_in_planning_my_last_1 | number | 0 0.2 0.17 0.12 0.14 view top 100 |
| q90. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Social St | q90_in_planning_my_last | number | 0 1 0.8 0.86 0.83 view top 100 |
| q90. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Social 1 | q90_in_planning_my_last_1 | number | 0 0.2 0.14 0.17 0.12 view top 100 |
| q91. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Social Studies] Agree/Strongly agree | q91_in_planning_my_last | number | 0 1 0.8 0.83 0.88 view top 100 |
| q91. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Social Studies] Strongly disagree/Disagree | q91_in_planning_my_last_1 | number | 0 0.2 0.17 0.12 0.14 view top 100 |
| q92. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspect | q92_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q92. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspe 1 | q92_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.12 view top 100 |
| q93. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Science] Agree/Strongly agree | q93_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q93. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Science] Strongly disagree/Disagre | q93_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.4 view top 100 |
| q94. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Science] Agree/Strongly agree | q94_in_planning_my_last | number | 0 1 0.8 0.86 0.83 view top 100 |
| q94. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Science] Strongly disagree/Disagree | q94_in_planning_my_last_1 | number | 0 0.2 0.14 0.17 0.12 view top 100 |
| q95. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Science] Agree/Strongly agree | q95_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q95. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Science] Strongly disagree/Disagree | q95_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.11 view top 100 |
| q96. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Science] Agree/St | q96_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q96. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Science] Strongly | q96_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.33 view top 100 |
| q97. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Science] Agree/Strongly agree | q97_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q97. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Science] Strongly disagree/Disagree | q97_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.12 view top 100 |
| q98. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Science] A | q98_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q98. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Science] S | q98_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.12 view top 100 |
| q99. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Science] Agree/Strongly agree | q99_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q99. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Science] Strongly disagree/Disagree | q99_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.09 view top 100 |
| q100. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Science] Agree | q100_in_planning_my_last | number | 0 1 0.8 0.86 0.83 view top 100 |
| q100. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Science] Stron | q100_in_planning_my_last_1 | number | 0 0.2 0.14 0.17 0.12 view top 100 |
| q101. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Science] | q101_in_planning_my_last | number | 0 1 0.8 0.83 0.86 view top 100 |
| q101. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Scienc 1 | q101_in_planning_my_last_1 | number | 0 0.2 0.17 0.14 0.12 view top 100 |
| q102. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Science] Agree/Strongly agree | q102_in_planning_my_last | number | 0 1 0.8 0.86 0.83 view top 100 |
| q102. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Science] Strongly disagree/Disagree | q102_in_planning_my_last_1 | number | 0 0.2 0.14 0.17 0.12 view top 100 |
| q103. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspec | q103_in_planning_my_last | text | 0 1 0.83 0.8 0.86 view top 100 |
| q103. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple persp 1 | q103_in_planning_my_last_1 | text | 0 0.17 0.2 0.14 0.12 view top 100 |
| q104. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA] Agree/Strongly agree | q104_in_planning_my_last | text | 0 1 0.8 0.92 0.86 view top 100 |
| q104. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA] Strongly disagree/Disagree | q104_in_planning_my_last_1 | text | 0 0.2 0.08 0.17 0.14 view top 100 |
| q105. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [ELA] Agree/Strongly agree | q105_in_planning_my_last | text | 0 1 0.8 0.83 0.92 view top 100 |
| q105. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [ELA] Strongly disagree/Disagree | q105_in_planning_my_last_1 | text | 0 0.2 0.17 0.08 0.14 view top 100 |
| q106. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [ELA] Agree/Strongly agree | q106_in_planning_my_last | text | 0 1 0.8 0.88 0.92 view top 100 |
| q106. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [ELA] Strongly disagree/Disagree | q106_in_planning_my_last_1 | text | 0 0.2 0.12 0.08 0.17 view top 100 |
| q107. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [ELA] Agree/Stron | q107_in_planning_my_last | text | 0 1 0.86 0.83 0.88 view top 100 |
| q107. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [ELA] Strongly di | q107_in_planning_my_last_1 | text | 0 0.14 0.17 0.12 0.2 view top 100 |
| q108. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [ELA] Agree/Strongly agree | q108_in_planning_my_last | text | 0 1 0.88 0.83 0.8 view top 100 |
| q108. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [ELA] Strongly disagree/Disagree | q108_in_planning_my_last_1 | text | 0 0.17 0.12 0.2 0.14 view top 100 |
| q109. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA] Agre | q109_in_planning_my_last | text | 0 1 0.83 0.8 0.88 view top 100 |
| q109. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA] Stro | q109_in_planning_my_last_1 | text | 0 0.17 0.2 0.12 0.14 view top 100 |
| q110. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [ELA] Agree/Strongly agree | q110_in_planning_my_last | text | 0 1 0.8 0.83 0.88 view top 100 |
| q110. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [ELA] Strongly disagree/Disagree | q110_in_planning_my_last_1 | text | 0 0.2 0.17 0.12 0.11 view top 100 |
| q111. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [ELA] Agree/Str | q111_in_planning_my_last | text | 0 1 0.8 0.83 0.86 view top 100 |
| q111. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [ELA] Strongly | q111_in_planning_my_last_1 | text | 0 0.2 0.17 0.14 0.12 view top 100 |
| q112. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [ELA] Ag | q112_in_planning_my_last | text | 0 1 0.83 0.8 0.88 view top 100 |
| q112. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [ELA] St | q112_in_planning_my_last_1 | text | 0 0.17 0.2 0.12 0.14 view top 100 |
| q113. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [ELA] Agree/Strongly agree | q113_in_planning_my_last | text | 0 1 0.8 0.88 0.83 view top 100 |
| q113. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [ELA] Strongly disagree/Disagree | q113_in_planning_my_last_1 | text | 0 0.2 0.12 0.17 0.14 view top 100 |
| q114. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspec | q114_in_planning_my_last | text | 0 1 0.8 0.83 0.86 view top 100 |
| q114. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple persp 1 | q114_in_planning_my_last_1 | text | 0 0.2 0.17 0.14 0.11 view top 100 |
| q115. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Math] Agree/Strongly agree | q115_in_planning_my_last | text | 0 1 0.83 0.8 0.86 view top 100 |
| q115. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Math] Strongly disagree/Disagree | q115_in_planning_my_last_1 | text | 0 0.17 0.2 0.14 0.1 view top 100 |
| q116. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Math] Agree/Strongly agree | q116_in_planning_my_last | text | 0 1 0.8 0.83 0.86 view top 100 |
| q116. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Math] Strongly disagree/Disagree | q116_in_planning_my_last_1 | text | 0 0.2 0.17 0.14 0.11 view top 100 |
| q117. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Math] Agree/Stro | q117_in_planning_my_last | text | 0 1 0.8 0.83 0.67 view top 100 |
| q117. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Math] Strongly d | q117_in_planning_my_last_1 | text | 0 0.2 0.17 0.33 0.12 view top 100 |
| q118. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Math] Agree/Strongly agree | q118_in_planning_my_last | text | 0 1 0.8 0.83 0.86 view top 100 |
| q118. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Math] Strongly disagree/Disagree | q118_in_planning_my_last_1 | text | 0 0.2 0.17 0.14 0.12 view top 100 |
| q119. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Math] Agr | q119_in_planning_my_last | text | 0 1 0.8 0.83 0.86 view top 100 |
| q119. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Math] Str | q119_in_planning_my_last_1 | text | 0 0.2 0.17 0.14 0.12 view top 100 |
| q120. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Math] Agree/Strongly agree | q120_in_planning_my_last | text | 0 1 0.8 0.83 0.86 view top 100 |
| q120. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Math] Strongly disagree/Disagree | q120_in_planning_my_last_1 | text | 0 0.2 0.17 0.14 0.12 view top 100 |
| q121. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Math] Agree/St | q121_in_planning_my_last | text | 0 1 0.8 0.83 0.86 view top 100 |
| q121. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Math] Strongly | q121_in_planning_my_last_1 | text | 0 0.2 0.17 0.14 0.11 view top 100 |
| q122. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Math] A | q122_in_planning_my_last | text | 0 1 0.8 0.83 0.86 view top 100 |
| q122. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Math] S | q122_in_planning_my_last_1 | text | 0 0.2 0.17 0.14 0.11 view top 100 |
| q123. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Math] Agree/Strongly agree | q123_in_planning_my_last | text | 0 1 0.8 0.83 0.86 view top 100 |
| q123. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Math] Strongly disagree/Disagree | q123_in_planning_my_last_1 | text | 0 0.2 0.17 0.14 0.12 view top 100 |
| q124. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspec | q124_in_planning_my_last | number | 1 0 0.94 0.92 0.95 view top 100 |
| q124. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple persp 1 | q124_in_planning_my_last_1 | number | 0 0.06 0.08 0.05 0.04 view top 100 |
| q125. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [All subjects] Agree/Strongly agre | q125_in_planning_my_last | number | 1 0 0.94 0.96 0.95 view top 100 |
| q125. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [All subjects] Strongly disagree/D | q125_in_planning_my_last_1 | number | 0 0.06 0.04 0.05 0.03 view top 100 |
| q126. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [All subjects] Agree/Strongly agree | q126_in_planning_my_last | number | 1 0 0.94 0.97 0.93 view top 100 |
| q126. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [All subjects] Strongly disagree/Disagree | q126_in_planning_my_last_1 | number | 0 0.06 0.03 0.07 0.08 view top 100 |
| q127. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [All subjects] Agree/Strongly agree | q127_in_planning_my_last | number | 1 0 0.94 0.96 0.92 view top 100 |
| q127. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [All subjects] Strongly disagree/Disagree | q127_in_planning_my_last_1 | number | 0 0.06 0.04 0.08 0.05 view top 100 |
| q128. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [All subjects] Ag | q128_in_planning_my_last | number | 0 1 0.94 0.92 0.95 view top 100 |
| q128. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [All subjects] St | q128_in_planning_my_last_1 | number | 0 0.06 0.08 0.05 0.11 view top 100 |
| q129. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [All subjects] Agree/Strongly agree | q129_in_planning_my_last | number | 1 0 0.94 0.95 0.96 view top 100 |
| q129. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [All subjects] Strongly disagree/Disag | q129_in_planning_my_last_1 | number | 0 0.06 0.05 0.04 0.07 view top 100 |
| q130. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [All subjec | q130_in_planning_my_last | number | 1 0 0.94 0.93 0.95 view top 100 |
| q130. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [All subj 1 | q130_in_planning_my_last_1 | number | 0 0.06 0.07 0.05 0.08 view top 100 |
| q131. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [All subjects] Agree/Strongly agree | q131_in_planning_my_last | number | 1 0 0.94 0.92 0.96 view top 100 |
| q131. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [All subjects] Strongly disagree/Disagree | q131_in_planning_my_last_1 | number | 0 0.06 0.08 0.04 0.07 view top 100 |
| q132. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [All subjects] | q132_in_planning_my_last | number | 1 0 0.97 0.94 0.96 view top 100 |
| q132. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [All subjects] 1 | q132_in_planning_my_last_1 | number | 0 0.03 0.06 0.04 0.08 view top 100 |
| q133. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [All subj | q133_in_planning_my_last | number | 0 1 0.92 0.94 0.96 view top 100 |
| q133. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [All su 1 | q133_in_planning_my_last_1 | number | 0 0.08 0.06 0.04 0.12 view top 100 |
| q134. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [All subjects] Agree/Strongly agree | q134_in_planning_my_last | number | 1 0 0.95 0.96 0.92 view top 100 |
| q134. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [All subjects] Strongly disagree/Disagree | q134_in_planning_my_last_1 | number | 0 0.05 0.04 0.08 0.03 view top 100 |
| q135. How many students in your classes…build on each other’s ideas during class discussions? A lot/All | q135_how_many_students_in | number | 0.5 0.67 0.62 0.73 0.7 view top 100 |
| q135. How many students in your classes…build on each other’s ideas during class discussions? None/Some | q135_how_many_students_in_1 | number | 0 0.5 0.33 0.38 0.27 view top 100 |
| q136. How many students in your classes…use data or text references to support their ideas? A lot/All | q136_how_many_students_in | number | 0.67 0.5 0.6 0.62 0.69 view top 100 |
| q136. How many students in your classes…use data or text references to support their ideas? None/Some | q136_how_many_students_in_1 | number | 0.33 0.5 0.4 0.38 0.31 view top 100 |
| q137. How many students in your classes…show that they respect each other’s ideas? A lot/All | q137_how_many_students_in | number | 1 0.86 0.88 0.92 0.89 view top 100 |
| q137. How many students in your classes…show that they respect each other’s ideas? None/Some | q137_how_many_students_in_1 | number | 0 0.14 0.12 0.08 0.11 view top 100 |
| q138. How many students in your classes…provide constructive feedback to their peers/teachers? A lot/All | q138_how_many_students_in | number | 0.71 0.67 0.5 0.6 0.64 view top 100 |
| q138. How many students in your classes…provide constructive feedback to their peers/teachers? None/Some | q138_how_many_students_in_1 | number | 0.29 0.33 0.5 0.4 0 view top 100 |
| q139. How many students in your classes…participate in class discussions at some point? A lot/All | q139_how_many_students_in | number | 1 0.8 0.88 0.86 0.83 view top 100 |
| q139. How many students in your classes…participate in class discussions at some point? None/Some | q139_how_many_students_in_1 | number | 0 0.2 0.12 0.14 0.17 view top 100 |
| q140. Discipline is applied to students fairly in my school. Agree/Strongly agree | q140_discipline_is_applied | number | 0 1 0.94 0.89 0.96 view top 100 |
| q140. Discipline is applied to students fairly in my school. Strongly disagree/Disagree | q140_discipline_is_applied_1 | number | 0 0.06 0.11 0.04 0.05 view top 100 |
| q141. Behavioral supports are applied to students fairly in my school. Agree/Strongly agree | q141_behavioral_supports | number | 0 1 0.8 0.83 0.86 view top 100 |
| q141. Behavioral supports are applied to students fairly in my school. Strongly disagree/Disagree | q141_behavioral_supports_1 | number | 0 0.2 0.17 0.14 0.4 view top 100 |
| q142. How many students in your classes…feel challenged? A lot/All | q142_how_many_students_in | number | 1 0.86 0.83 0.88 0.89 view top 100 |
| q142. How many students in your classes…feel challenged? None/Some | q142_how_many_students_in_1 | number | 0 0.14 0.17 0.12 0.11 view top 100 |
| q143. How many students in your classes…listen carefully when the teacher gives directions? A lot/All | q143_how_many_students_in | number | 1 0.67 0.71 0.79 0.8 view top 100 |
| q143. How many students in your classes…listen carefully when the teacher gives directions? None/Some | q143_how_many_students_in_1 | number | 0 0.33 0.29 0.21 0.2 view top 100 |
| q144. How many students in your classes…have to work hard to do well? A lot/All | q144_how_many_students_in | number | 0 0.71 0.75 0.79 0.67 view top 100 |
| q144. How many students in your classes…have to work hard to do well? None/Some | q144_how_many_students_in_1 | number | 0 0.29 0.25 0.21 0.33 view top 100 |
| q145. How many students in your classes…follow the rules in class? A lot/All | q145_how_many_students_in | number | 1 0.94 0.88 0.86 0.95 view top 100 |
| q145. How many students in your classes…follow the rules in class? None/Some | q145_how_many_students_in_1 | number | 0 0.06 0.12 0.05 0.14 view top 100 |
| q146. How many students in your classes…respond to challenging test questions? A lot/All | q146_how_many_students_in | number | 0 0.67 0.5 0.68 0.62 view top 100 |
| q146. How many students in your classes…respond to challenging test questions? None/Some | q146_how_many_students_in_1 | number | 0 0.33 0.5 0.32 0.29 view top 100 |
| q147. How many students in your classes…pay attention when they are supposed to? A lot/All | q147_how_many_students_in | number | 1 0.8 0.86 0.67 0.81 view top 100 |
| q147. How many students in your classes…pay attention when they are supposed to? None/Some | q147_how_many_students_in_1 | number | 0 0.2 0.14 0.33 0.19 view top 100 |
| q148. How many students in your classes…respond to challenging questions in class? A lot/All | q148_how_many_students_in | number | 0.5 0.67 0.6 0.71 0.62 view top 100 |
| q148. How many students in your classes…respond to challenging questions in class? None/Some | q148_how_many_students_in_1 | number | 0.5 0.33 0.4 0.29 0.38 view top 100 |
| q149. How many students in your classes…do their work when they are supposed to? A lot/All | q149_how_many_students_in | number | 0 0.67 0.5 0.71 1 view top 100 |
| q149. How many students in your classes…do their work when they are supposed to? None/Some | q149_how_many_students_in_1 | number | 0 0.33 0.5 0.29 0.12 view top 100 |
| q150. How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles? A lot/All | q150_how_many_adults_at_this | number | 1 0.94 0.92 0.95 0.88 view top 100 |
| q150. How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles? None/Some | q150_how_many_adults_at_this_1 | number | 0 0.06 0.08 0.05 0.12 view top 100 |
| q151. How many adults at this school…tell their students they believe they can achieve high academic standards? A lot/All | q151_how_many_adults_at_this | number | 1 0.95 0.96 0.92 0.97 view top 100 |
| q151. How many adults at this school…tell their students they believe they can achieve high academic standards? None/Some | q151_how_many_adults_at_this_1 | number | 0 0.05 0.04 0.08 0.03 view top 100 |
| q152. How many adults at this school…teach critical thinking skills to students? A lot/All | q152_how_many_adults_at_this | number | 1 0.88 0.92 0.95 0.94 view top 100 |
| q152. How many adults at this school…teach critical thinking skills to students? None/Some | q152_how_many_adults_at_this_1 | number | 0 0.12 0.08 0.05 0.06 view top 100 |
| q153. How many adults at this school…teach students how to advocate for themselves? A lot/All | q153_how_many_adults_at_this | number | 1 0.91 0.92 0.88 0.89 view top 100 |
| q153. How many adults at this school…teach students how to advocate for themselves? None/Some | q153_how_many_adults_at_this_1 | number | 0 0.08 0.09 0.12 0.11 view top 100 |
| q154. How many adults at this school…teach students the organizational skills needed to be prepared for their next level? A lot/All | q154_how_many_adults_at_this | number | 1 0.88 0.91 0.89 0.94 view top 100 |
| q154. How many adults at this school…teach students the organizational skills needed to be prepared for their next level? None/Some | q154_how_many_adults_at_this_1 | number | 0 0.12 0.09 0.11 0.06 view top 100 |
| q155. How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities? A lot/All | q155_how_many_adults_at_this | number | 1 0.88 0.86 0.89 0.83 view top 100 |
| q155. How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities? None/Some | q155_how_many_adults_at_this_1 | number | 0 0.12 0.14 0.11 0.17 view top 100 |
| q156. How many adults at this school…teach students the skills they need to fully engage academically (i.e. by focusing their attention or managing their thinking, behavior, and feelings)? A lot/All | q156_how_many_adults_at_this | number | 1 0.88 0.94 0.9 0.89 view top 100 |
| q156. How many adults at this school…teach students the skills they need to fully engage academically (i.e. by focusing their attention or managing their thinking, behavior, and feelings)? None/Some | q156_how_many_adults_at_this_1 | number | 0 0.12 0.06 0.1 0.11 view top 100 |
| q157. How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations? A lot/All | q157_how_many_adults_at_this | number | 1 0.88 0.93 0.92 0.94 view top 100 |
| q157. How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations? None/Some | q157_how_many_adults_at_this_1 | number | 0 0.12 0.07 0.08 0.06 view top 100 |
| q159. Positive Behavior Guidance is applied fairly to students in my program. Agree/Strongly agree | q159_positive_behavior | text | 0 1 0.83 0.8 0.86 view top 100 |
| q159. Positive Behavior Guidance is applied fairly to students in my program. Strongly disagree/Disagree | q159_positive_behavior_1 | text | 0 0.17 0.2 0.14 0.12 view top 100 |
| q160. It's a priority at this program that staff help families support their child's transition to kindergarten. Agree/Strongly agree | q160_it_s_a_priority_at_this | text | 0 1 0.8 0.83 0.86 view top 100 |
| q160. It's a priority at this program that staff help families support their child's transition to kindergarten. Strongly disagree/Disagree | q160_it_s_a_priority_at_this_1 | text | 0 0.2 0.17 0.14 0.12 view top 100 |
| q161. It's a priority at this program that staff provide families with information about the application/enrollment process for kindergarten. Agree/Strongly agree | q161_it_s_a_priority_at_this | text | 0 1 0.8 0.83 0.86 view top 100 |
| q161. It's a priority at this program that staff provide families with information about the application/enrollment process for kindergarten. Strongly disagree/Disagree | q161_it_s_a_priority_at_this_1 | text | 0 0.2 0.17 0.12 0.14 view top 100 |
| q162. At the beginning of the school year, teachers support children in adjusting to pre-K or 3-K. Agree/Strongly agree | q162_at_the_beginning_of | text | 0 1 0.8 0.83 0.88 view top 100 |
| q162. At the beginning of the school year, teachers support children in adjusting to pre-K or 3-K. Strongly disagree/Disagree | q162_at_the_beginning_of_1 | text | 0 0.2 0.17 0.12 0.14 view top 100 |
| q163. At this program, teachers let families know that they can make a difference in their child's learning. Agree/Strongly agree | q163_at_this_program_teachers | text | 0 1 0.8 0.83 0.88 view top 100 |
| q163. At this program, teachers let families know that they can make a difference in their child's learning. Strongly disagree/Disagree | q163_at_this_program_teachers_1 | text | 0 0.2 0.12 0.17 0.14 view top 100 |
| q164. At this program, teachers give families opportunities to share what they know about their child. Agree/Strongly agree | q164_at_this_program_teachers | text | 0 1 0.83 0.8 0.88 view top 100 |
| q164. At this program, teachers give families opportunities to share what they know about their child. Strongly disagree/Disagree | q164_at_this_program_teachers_1 | text | 0 0.17 0.2 0.12 0.14 view top 100 |
| q165. My students are safe…outside around this school. Agree/Strongly agree | q165_my_students_are_safe | number | 0 1 0.93 0.95 0.9 view top 100 |
| q165. My students are safe…outside around this school. Strongly disagree/Disagree | q165_my_students_are_safe_1 | number | 0 0.07 0.05 0.1 0.12 view top 100 |
| q166. My students are safe…traveling between home and this school. Agree/Strongly agree | q166_my_students_are_safe | number | 0 1 0.92 0.95 0.93 view top 100 |
| q166. My students are safe…traveling between home and this school. Strongly disagree/Disagree | q166_my_students_are_safe_1 | number | 0 0.08 0.05 0.07 0.04 view top 100 |
| q167. My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school. Agree/Strongly agree | q167_my_students_are_safe | number | 0 1 0.95 0.97 0.96 view top 100 |
| q167. My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school. Strongly disagree/Disagree | q167_my_students_are_safe_1 | number | 0 0.05 0.04 0.03 0.06 view top 100 |
| q168. My students are safe…in my class(es). Agree/Strongly agree | q168_my_students_are_safe | number | 0 1 0.97 0.96 0.98 view top 100 |
| q168. My students are safe…in my class(es). Strongly disagree/Disagree | q168_my_students_are_safe_1 | number | 0 0.03 0.04 0.02 0.05 view top 100 |
| q169. It’s a priority at this school that adults…provide students with guidance on the application/enrollment process for middle or high school. Agree/Strongly agree | q169_it_s_a_priority_at_this | number | 0 1 0.95 0.96 0.94 view top 100 |
| q169. It’s a priority at this school that adults…provide students with guidance on the application/enrollment process for middle or high school. Strongly disagree/Disagree | q169_it_s_a_priority_at_this_1 | number | 0 0.05 0.04 0.06 0.03 view top 100 |
| q170. It’s a priority at this school that adults…provide families with guidance on the application/enrollment process for middle or high school. Agree/Strongly agree | q170_it_s_a_priority_at_this | number | 0 1 0.96 0.95 0.97 view top 100 |
| q170. It’s a priority at this school that adults…provide families with guidance on the application/enrollment process for middle or high school. Strongly disagree/Disagree | q170_it_s_a_priority_at_this_1 | number | 0 0.04 0.05 0.03 0.06 view top 100 |
| q171. Adults at this school...talk to students about what they plan to do after high school. Agree/Strongly agree | q171_adults_at_this_school | number | 0 1 0.96 0.97 0.95 view top 100 |
| q171. Adults at this school...talk to students about what they plan to do after high school. Strongly disagree/Disagree | q171_adults_at_this_school_1 | number | 0 0.04 0.03 0.05 0.02 view top 100 |
| q172. Adults at this school...create an atmosphere that encourages students to continue their education after high school. Agree/Strongly agree | q172_adults_at_this_school | number | 0 1 0.96 0.95 0.97 view top 100 |
| q172. Adults at this school...create an atmosphere that encourages students to continue their education after high school. Strongly disagree/Disagree | q172_adults_at_this_school_1 | number | 0 0.04 0.05 0.03 0.02 view top 100 |
| q173. Adults at this school...provide students with information about the college application process. Agree/Strongly agree | q173_adults_at_this_school | number | 0 1 0.96 0.95 0.97 view top 100 |
| q173. Adults at this school...provide students with information about the college application process. Strongly disagree/Disagree | q173_adults_at_this_school_1 | number | 0 0.05 0.04 0.03 0.06 view top 100 |
| q174. Adults at this school...help students consider which colleges to apply to. Agree/Strongly agree | q174_adults_at_this_school | number | 0 1 0.96 0.94 0.95 view top 100 |
| q174. Adults at this school...help students consider which colleges to apply to. Strongly disagree/Disagree | q174_adults_at_this_school_1 | number | 0 0.04 0.06 0.05 0.03 view top 100 |
| q175. Adults at this school...help students plan for how to meet their future career goals. Agree/Strongly agree | q175_adults_at_this_school | number | 0 1 0.96 0.97 0.94 view top 100 |
| q175. Adults at this school...help students plan for how to meet their future career goals. Strongly disagree/Disagree | q175_adults_at_this_school_1 | number | 0 0.04 0.06 0.03 0.08 view top 100 |
| q176. Adults at this school...show students options for how to pay for college (scholarship, grants, loans, work study programs). Agree/Strongly agree | q176_adults_at_this_school | number | 0 1 0.96 0.95 0.94 view top 100 |
| q176. Adults at this school...show students options for how to pay for college (scholarship, grants, loans, work study programs). Strongly disagree/Disagree | q176_adults_at_this_school_1 | number | 0 0.04 0.05 0.06 0.08 view top 100 |