TECHNICAL APPENDICES
New York City School Survey 2008-2010:
Assessing the Reliability and Validity of a Progress Report Measure
Lori Nathanson
Rachel Cole
James J. Kemple
Jessica Lent
Meghan McCormick
Micha Segeritz
June 2013
2
SCHOOL SURVEY APPENDIX A
APPENDIX A
Table A-1: Number of NYC Public Schools That Participated in School Survey by Type, 2008-2010
2008
2009
2010
ES
MS
HS
K-8
K-12
All
620
626
638
244
250
250
321
347
362
139
138
144
71
78
79
1395
1439
1473
Table A-2: Correlations Between Publically Available DOE Scores and Researcher-Calculated Scores, 2008
DOE Scores
Academic Expectations
Communication
Engagement
Safety & Respect
Parent
Student
Teacher
Parent
Student
Teacher
Parent
Student
Teacher
Parent
Student
Teacher
0.99
1.00
0.99
1.00
0.99
-0.97
0.96
0.97
0.95
0.99
0.99
0.99
0.99
0.99
1.00
1.00
1.00
1.00
1.00
-0.87
0.82
0.94
0.94
1.00
1.00
1.00
0.99
1.00
0.88
0.93
0.95
0.94
0.93
-0.97
0.98
0.97
0.97
1.00
1.00
1.00
1.00
1.00
0.98
0.99
0.99
0.99
0.99
-1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
Our score
ES
MS
HS
K-8
6-12
3
Table A-3: Correlations Between Publically Available DOE Scores and Researcher-Calculated Scores, 2009
DOE Scores
Academic Expectations
Communication
Engagement
Safety & Respect
Parent
Student
Teacher
Parent
Student
Teacher
Parent
Student
Teacher
Parent
Student
Teacher
1.00
1.00
0.99
1.00
0.98
-1.00
0.99
0.99
0.99
0.97
0.96
0.95
0.96
0.96
1.00
1.00
1.00
1.00
1.00
-1.00
1.00
1.00
1.00
0.99
0.98
0.99
0.98
0.98
0.89
0.92
0.92
0.90
0.90
-0.96
0.98
0.96
0.97
0.97
0.96
0.96
0.96
0.96
0.98
0.99
0.99
0.99
0.99
-1.00
1.00
1.00
0.99
1.00
1.00
1.00
1.00
1.00
Our scores
ES
MS
HS
K-8
6-12
Table A-4: Correlations Between Publically Available DOE Scores and Researcher-Calculated Scores, 2010
DOE Scores
Academic Expectations
Communication
Engagement
Safety & Respect
Parent
Student
Teacher
Parent
Student
Teacher
Parent
Student
Teacher
Parent
Student
Teacher
HS
0.99
1.00
0.99
-0.99
0.99
0.99
0.99
1.00
1.00
1.00
1.00
-0.99
0.99
1.00
1.00
1.00
0.97
0.98
0.98
-0.97
0.98
1.00
1.00
1.00
0.98
0.99
0.99
-1.00
1.00
1.00
1.00
1.00
K-8
0.99
0.99
0.99
0.99
0.99
1.00
0.97
0.97
1.00
0.99
1.00
1.00
6-12
0.98
0.97
0.99
1.00
0.99
1.00
0.96
0.97
1.00
0.99
1.00
1.00
Our score
ES
MS
4
SCHOOL SURVEY APPENDIX A
Table A-5: Response Rates (%) by School Type and Respondent, 2008-2010
ES
MS
HS
K-8
K-12
All
Parent
Student
57
--
39
89
21
72
46
89
29
78
41
80
Teacher
67
61
56
59
58
62
Student
63
--
44
89
24
74
52
91
32
79
46
82
Teacher
77
72
72
72
70
74
66
-77
50
91
75
30
76
78
57
93
74
40
83
73
51
84
77
2008
2009
Parent
2010
Parent
Student
Teacher
5
Table A-6: Cronbach’s Alpha by School Type and Respondent, 2008
ES
MS
HS
K-8
K-12
All
Parent
Academic Expectations (5)
0.86
0.86
0.88
0.86
0.88
0.87
Communication (9)
0.88
0.88
0.90
0.88
0.90
0.89
Engagement (5)
0.75
0.75
0.78
0.75
0.78
0.76
Safety & Respect (10)
0.81
0.86
0.91
0.84
0.87
0.87
Combined (29)
0.95
0.95
0.96
0.95
0.96
0.95
Academic Expectations (9)
--
0.46
0.54
0.47
0.50
0.50
Communication (6)
--
0.45
0.46
0.47
0.47
0.46
Engagement (9)
--
0.82
0.83
0.80
0.82
0.82
Safety & Respect (19)
--
0.89
0.89
0.88
0.88
0.89
Combined (43)
--
0.91
0.92
0.90
0.91
0.92
Academic Expectations
(14)
0.94
0.94
0.94
0.94
0.93
0.94
Communication (10)
0.88
0.88
0.87
0.87
0.87
0.88
Engagement (10)
0.92
0.92
0.91
0.91
0.90
0.92
Safety & Respect (16)
0.90
0.91
0.90
0.90
0.90
0.90
Combined (50)
0.97
0.97
0.97
0.97
0.97
0.97
Student
Teacher
Note: Alphas below the .70 threshold are shaded.
6
SCHOOL SURVEY APPENDIX A
Table A-7: Cronbach’s Alpha by School Type and Respondent, 2009
ES
MS
HS
K-8
K-12
All
Academic Expectations (5)
0.87
0.87
0.88
0.87
0.87
0.87
Communication (9)
0.88
0.88
0.90
0.89
0.90
0.89
Engagement (5)
0.76
0.75
0.77
0.76
0.77
0.76
Safety & Respect (10)
0.82
0.86
0.91
0.85
0.87
0.87
Combined (29)
0.95
0.95
0.96
0.95
0.95
0.95
Academic Expectations (9)
Communication (6)
Engagement (9)
----
0.73
0.61
0.83
0.77
0.64
0.84
0.72
0.60
0.81
0.74
0.61
0.83
0.75
0.63
0.83
Safety & Respect (19)
--
0.90
0.91
0.90
0.90
0.90
Combined (43)
--
0.94
0.94
0.93
0.93
0.94
Academic Expectations (14)
0.85
0.85
0.85
0.85
0.85
0.85
Communication (10)
0.76
0.76
0.79
0.78
0.77
0.77
Engagement (10)
0.70
0.68
0.68
0.69
0.69
0.69
Safety & Respect (16)
0.90
0.91
0.89
0.91
0.90
0.90
Combined (50)
0.94
0.94
0.94
0.94
0.94
0.94
Parent
Student
Teacher
Note: Alphas below the .70 threshold are shaded.
7
Table A-8: Correlations Between Reporting Categories by Respondent, 2008
Safety & Respect
MS
Academic Expectations
Communication
Engagement
Safety & Respect
K-12
K-8
HS
Academic Expectations
Communication
Engagement
Safety & Respect
Academic Expectations
Communication
Engagement
Safety & Respect
Academic Expectations
Communication
Engagement
Safety & Respect
1.00
0.94
0.84
1.00
0.93
0.85
1.00
0.86
1.00
0.84
1.00
0.95
0.83
1.00
0.82
1.00
0.93
0.87
1.00
0.87
1.00
1.00
1.00
1.00
1.00
1.00
0.80
0.69
1.00
0.78
0.76
1.00
0.90
1.00
0.92
1.00
0.75
0.58
1.00
0.90
1.00
0.85
0.77
1.00
0.91
1.00
1.00
1.00
1.00
1.00
0.92
0.95
0.85
1.00
0.92
0.95
0.88
1.00
0.90
0.94
0.79
1.00
0.92
0.94
0.83
1.00
0.95
0.95
0.87
Note: All correlations were significant p>.01. The majority of correlations are strong (above .70). Moderate correlations (between .30 and .69) are shaded.
Safety & Respect
-----
Engagement
-----
Communication
-----
Academic
Expectations
Academic
Expectations
Safety & Respect
Engagement
1.00
0.76
Safety & Respect
Engagement
1.00
0.93
0.76
----1.00
0.76
0.86
0.74
1.00
0.70
0.83
0.82
1.00
0.79
0.84
0.76
1.00
0.76
0.82
0.79
Teacher
Engagement
Communication
1.00
0.91
0.85
0.75
1.00
0.90
0.90
0.84
1.00
0.90
0.89
0.88
1.00
0.90
0.86
0.82
1.00
0.90
0.85
0.90
Student
Communication
ES
Academic Expectations
Communication
Academic
Expectations
Parent
1.00
0.93
0.75
1.00
0.83
1.00
1.00
0.93
0.80
1.00
0.87
1.00
1.00
0.91
0.66
1.00
0.73
1.00
1.00
0.92
0.72
1.00
0.80
1.00
1.00
0.94
0.79
1.00
0.82
1.00
8
SCHOOL SURVEY APPENDIX A
Table A-9: Correlations Between Reporting Categories by Respondent, 2009
ES
Academic Expectations
Communication
Engagement
Safety & Respect
MS
Academic Expectations
Communication
Engagement
Safety & Respect
HS
Academic Expectations
Communication
Engagement
K-12
K-8
Safety & Respect
Academic Expectations
Communication
Engagement
Safety & Respect
Academic Expectations
Communication
Engagement
Safety & Respect
1.00
0.92
0.86
0.77
1.00
0.91
0.90
0.87
1.00
0.90
0.90
0.87
1.00
0.87
0.83
0.83
1.00
0.88
0.85
0.87
1.00
0.94
0.80
1.00
0.96
0.85
1.00
0.93
0.82
1.00
0.94
0.83
1.00
0.88
0.81
1.00
0.77
1.00
0.87
1.00
0.84
1.00
0.83
1.00
0.81
1.00
1.00
1.00
1.00
1.00
----1.00
0.78
0.93
0.84
1.00
0.83
0.89
0.85
1.00
0.82
0.88
0.77
1.00
0.79
0.85
0.76
----1.00
0.73
0.71
1.00
0.87
0.80
1.00
0.84
0.68
1.00
0.78
0.65
-----
1.00
0.91
1.00
0.92
1.00
0.85
1.00
0.86
-----
1.00
1.00
1.00
1.00
1.00
0.89
0.90
0.83
1.00
0.89
0.86
0.83
1.00
0.84
0.83
0.77
1.00
0.88
0.88
0.79
1.00
0.89
0.86
0.83
Note: All correlations were significant p>.01. The majority of correlations are strong (above .70). Moderate correlations (between .30 and .69) are shaded.
Safety & Respect
Engagement
Communication
Academic
Expectations
Safety & Respect
Teacher
Engagement
Communication
Academic
Expectations
Safety & Respect
Student
Engagement
Communication
Academic
Expectations
Parent
1.00
0.91
0.70
1.00
0.77
1.00
1.00
0.88
0.73
1.00
0.74
1.00
1.00
0.85
0.62
1.00
0.68
1.00
1.00
0.88
0.63
1.00
0.69
1.00
1.00
0.89
0.71
1.00
0.71
1.00
9
Table A-10: Correlations Between Reporting Categories by Respondent, 2010
ES
Academic Expectations
Communication
Engagement
Safety & Respect
MS
Academic Expectations
Communication
Engagement
Safety & Respect
HS
Academic Expectations
Communication
Engagement
Safety & Respect
K-8
Academic Expectations
Communication
Engagement
Safety & Respect
K-12
Academic Expectations
Communication
Engagement
Safety & Respect
1.00
0.92
0.89
0.74
1.00
0.92
0.92
0.84
1.00
0.92
0.92
0.80
1.00
0.90
0.87
0.80
1.00
0.88
0.84
0.81
1.00
0.96
0.77
1.00
0.97
0.83
1.00
0.95
0.77
1.00
0.96
0.79
1.00
0.94
0.76
1.00
0.77
1.00
0.87
1.00
0.78
1.00
0.78
1.00
0.77
Note: All correlations were significant p>.01. All correlations are strong (above .70).
1.00
1.00
1.00
1.00
1.00
----1.00
0.81
0.92
0.82
1.00
0.86
0.90
0.85
1.00
0.83
0.90
0.83
1.00
0.80
0.86
0.82
----1.00
0.82
0.77
1.00
0.88
0.80
1.00
0.84
0.73
1.00
0.88
0.79
1.00
0.92
1.00
0.92
1.00
0.88
1.00
0.91
-----
1.00
1.00
1.00
1.00
1.00
0.94
0.96
0.86
1.00
0.94
0.94
0.82
1.00
0.91
0.94
0.81
1.00
0.94
0.96
0.86
1.00
0.95
0.96
0.86
Safety &
Respect
Engagement
Communication
Safety &
Respect
-----
Academic
Expectations
Teacher
Engagement
Communication
Academic
Expectations
Safety &
Respect
Student
Engagement
Communication
Academic
Expectations
Parent
1.00
0.95
0.78
1.00
0.85
1.00
1.00
0.94
0.76
1.00
0.80
1.00
1.00
0.92
0.69
1.00
0.77
1.00
1.00
0.92
0.77
1.00
0.85
1.00
1.00
0.95
0.76
1.00
0.78
1.00
10
SCHOOL SURVEY APPENDIX A
Table A-11: Confirmatory Factor Analysis (CFA) Model Fit Indices, 2010
CFI
Parent
Student
Teacher
TFI
.80
.74
.74
RMSEA
.78
.72
.73
.09
.07
.09
Note: Hu and Bentler (1999) suggest the following cutoff levels for determining model fit: TLI >.95, CFI >.95, and RMSEA <.06.
Table A-12: Correlations Between Respondent Group Combined Category Scores by Year, 2008-2010
2008
Parent
Student
2009
Teacher
Parent
1.00
1.00
-0.42
1.00
1.00
0.65
0.35
1.00
1.00
0.66
0.27
1.00
1.00
0.68
0.41
Student
2010
Teacher
Parent
Student
Teacher
1.00
1.00
-0.43
1.00
--
1.00
1.00
1.00
0.63
0.20
1.00
0.58
1.00
1.00
1.00
0.69
0.26
1.00
0.37
1.00
1.00
1.00
0.68
0.35
1.00
0.48
1.00
ES
Parent
Student
Teacher
1.00
-0.44
1.00
--
1.00
--
MS
Parent
Student
Teacher
1.00
0.73
0.38
1.00
0.61
1.00
0.54
HS
Parent
Student
Teacher
1.00
0.73
0.40
1.00
0.53
1.00
0.38
All
Parent
Student
Teacher
1.00
0.73
0.46
1.00
0.53
Note: All correlations were significant p<.01.
1.00
0.47
11
Table A-13: Means and Standard Deviations by Reporting Category and Respondent Group, 2008
Parent
Student
ES
MS
HS
K-8
K-12
3.39
3.28
3.30
3.47
3.36
3.20
3.05
3.07
3.22
3.14
3.12
2.94
3.01
3.14
3.05
3.31
3.16
3.18
3.32
3.24
3.21
3.06
3.09
3.27
3.16
0.12
0.12
0.12
0.12
0.11
0.15
0.16
0.15
0.17
0.15
0.18
0.21
0.20
0.21
0.19
0.13
0.14
0.14
0.17
0.14
620
244
322
140
ES
Teacher
MS
HS
K-8
K-12
ES
MS
HS
K-8
K-12
------
2.98
2.39
2.94
2.85
2.79
2.93
2.33
2.81
2.84
2.73
3.03
2.43
2.99
2.90
2.84
2.98
2.35
2.86
2.87
2.76
3.28
2.89
3.08
3.24
3.12
3.13
2.82
3.01
3.06
3.01
3.06
2.77
2.95
3.05
2.96
3.18
2.82
3.01
3.06
3.02
3.05
2.70
2.92
3.05
2.93
0.19
0.18
0.18
0.20
0.18
------
0.08
0.09
0.15
0.19
0.12
0.10
0.09
0.17
0.21
0.13
0.11
0.14
0.19
0.23
0.15
0.09
0.11
0.17
0.19
0.13
0.30
0.34
0.34
0.27
0.30
0.33
0.33
0.34
0.31
0.31
0.29
0.30
0.29
0.24
0.26
0.29
0.32
0.31
0.31
0.29
0.34
0.35
0.36
0.31
0.32
71
--
240
314
136
70
619
244
320
139
71
Mean
Academic Expectations
Communication
Engagement
Safety & Respect
Combined
Standard Deviation
Academic Expectations
Communication
Engagement
Safety & Respect
Combined
N (schools)
12
SCHOOL SURVEY APPENDIX A
Table A-14: Means and Standard Deviations by Reporting Category and Respondent Group, 2009
Parent
Student
ES
MS
HS
K-8
K-12
3.44
3.33
3.35
3.53
3.41
3.28
3.13
3.15
3.33
3.22
3.20
3.03
3.09
3.22
3.13
3.36
3.22
3.24
3.40
3.31
3.27
3.12
3.15
3.32
3.22
0.11
0.12
0.12
0.11
0.11
626
0.14
0.17
0.16
0.16
0.15
250
0.16
0.19
0.17
0.18
0.16
347
0.11
0.14
0.13
0.16
0.13
138
0.16
0.16
0.15
0.17
0.15
78
ES
Teacher
MS
HS
K-8
K-12
ES
MS
HS
K-8
K-12
------
3.11
2.59
2.98
2.87
2.89
3.02
2.51
2.85
2.85
2.81
3.17
2.67
3.03
2.92
2.95
3.10
2.60
2.91
2.87
2.87
3.12
2.82
2.93
3.28
3.04
3.05
2.76
2.91
3.12
2.96
2.99
2.73
2.89
3.12
2.93
3.05
2.75
2.89
3.13
2.96
2.98
2.67
2.85
3.12
2.90
-------
0.12
0.14
0.18
0.21
0.15
248
0.14
0.15
0.17
0.21
0.16
345
0.14
0.16
0.17
0.23
0.16
135
0.13
0.16
0.16
0.20
0.15
78
0.21
0.26
0.21
0.27
0.22
626
0.22
0.24
0.20
0.30
0.22
250
0.21
0.26
0.20
0.23
0.20
347
0.21
0.25
0.18
0.28
0.21
138
0.23
0.24
0.20
0.28
0.22
78
Mean
Academic Expectations
Communication
Engagement
Safety & Respect
Combined
Standard Deviation
Academic Expectations
Communication
Engagement
Safety & Respect
Combined
N (schools)
13
Table A-15: Means and Standard Deviations by Reporting Category and Respondent Group, 2010
Parent
Student
ES
MS
HS
K-8
K-12
3.45
3.39
3.37
3.55
3.44
3.30
3.21
3.20
3.36
3.27
3.23
3.14
3.14
3.26
3.19
3.39
3.30
3.29
3.44
3.35
3.34
3.23
3.22
3.38
3.29
0.11
0.11
0.11
0.10
0.10
638
0.14
0.16
0.16
0.16
0.15
250
0.16
0.18
0.16
0.20
0.17
362
0.11
0.12
0.12
0.14
0.11
144
0.13
0.14
0.13
0.16
0.13
79
Teacher
MS
HS
K-8
K-12
ES
MS
HS
K-8
K12
------
3.14
2.60
2.99
2.91
2.91
3.06
2.56
2.89
2.92
2.86
3.21
2.69
3.05
2.96
2.98
3.15
2.63
2.94
2.94
2.91
3.36
2.99
3.21
3.33
3.22
3.26
2.93
3.13
3.15
3.12
3.25
2.92
3.15
3.18
3.12
3.28
2.93
3.13
3.17
3.13
3.19
2.85
3.07
3.17
3.07
-------
0.12
0.14
0.17
0.20
0.15
249
0.14
0.15
0.16
0.20
0.15
362
0.14
0.15
0.18
0.22
0.16
144
0.12
0.14
0.16
0.20
0.15
79
0.28
0.33
0.31
0.25
0.28
638
0.29
0.32
0.30
0.29
0.29
250
0.26
0.29
0.27
0.23
0.25
362
0.29
0.31
0.30
0.28
0.29
144
0.32
0.33
0.33
0.28
0.30
79
ES
Mean
Academic Expectations
Communication
Engagement
Safety & Respect
Combined
Standard Deviation
Academic Expectations
Communication
Engagement
Safety & Respect
Combined
N (schools)
14
SCHOOL SURVEY APPENDIX A
Table A-16: Percent Between-Schools Variation, 2008
ES
MS
HS
K-8
K-12
All
4.7
5.7
6.2
7.2
6.7
9.0
10.4
10.2
12.0
12.6
11.3
13.1
12.7
14.3
15.3
5.7
6.3
6.6
10.9
8.7
9.9
8.8
9.2
12.3
11.9
9.7
11.7
12.1
14.7
14.6
------
5.5
3.5
8.9
16.3
14.8
7.7
4.5
12.7
19.7
19.2
8.7
7.5
11.5
21.4
20.3
6.7
5.2
9.2
16.3
16.2
7.6
5.6
12.3
18.7
18.3
24.5
26.0
23.7
16.4
25.8
25.8
23.2
22.0
16.2
25.2
20.1
21.1
17.6
10.1
19.7
21.2
21.9
19.6
14.0
21.7
27.7
28.1
26.8
18.5
29.4
25.1
24.7
22.3
16.3
24.4
Parent
Academic Expectations
Communication
Engagement
Safety & Respect
Combined Score
Student
Academic Expectations
Communication
Engagement
Safety & Respect
Combined Score
Teacher
Academic Expectations
Communication
Engagement
Safety & Respect
Combined Score
15
SCHOOL SURVEY APPENDIX A
Table A-17: Between-Schools Variation, 2009
Parent
Academic Expectations
Communication
Engagement
Safety & Respect
Combined Score
Student
Academic Expectations
Communication
Engagement
Safety & Respect
Combined Score
Teacher
Academic Expectations
Communication
Engagement
Safety & Respect
Combined Score
ES
MS
HS
K-8
K-12
All
4.8
5.7
6.3
7.1
6.8
9.0
11.1
11.3
12.4
13.2
9.6
11.3
10.2
12.3
12.9
4.4
6.0
6.3
9.9
7.9
7.3
7.0
7.2
11.2
9.4
8.8
11.0
11.3
14.3
13.8
------
7.8
7.5
9.2
16.4
15.2
10.0
9.7
12.3
19.1
18.7
8.6
8.1
9.5
19.0
16.6
8.1
6.0
8.3
16.7
14.8
10.4
9.2
12.1
18.3
17.8
19.9
23.7
19.6
29.6
27.2
19.8
19.3
16.6
30.7
25.9
17.0
19.9
17.0
23.2
21.8
18.3
19.5
14.3
28.9
23.4
21.3
20.3
17.5
31.2
26.4
20.3
22.3
18.0
30.2
26.6
16
SCHOOL SURVEY APPENDIX A
Table A-18: Between-Schools Variation, 2010
ES
Parents
Academic Expectations
Communication
Engagement
Safety & Respect
Combined Score
Students
Academic Expectations
Communication
Engagement
Safety & Respect
Combined Score
Teachers
Academic Expectations
Communication
Engagement
Safety & Respect
Combined Score
MS
HS
K-8
K-12
All
4.4
5.2
5.8
6.3
6.1
8.4
10.7
11.3
11.1
12.4
10.1
11.6
10.7
13.1
13.5
4.5
5.4
5.5
8.7
6.9
5.9
6.4
6.3
9.4
7.9
8.1
9.9
10.4
13.0
12.4
------
8.0
7.6
10.5
16.5
15.9
10.4
11.3
13.2
18.6
18.7
9.9
7.7
11.6
18.5
17.7
8.3
7.1
9.8
17.2
15.8
10.3
9.4
12.8
18.0
17.8
24.4
26.1
24.2
27.2
27.7
20.9
21.7
19.2
29.0
24.9
18.2
19.2
17.7
20.7
19.8
24.7
23.3
22.1
29.6
27.4
27.4
27.4
26.6
29.1
30.0
23.4
24.0
22.2
28.6
26.5
17
SCHOOL SURVEY APPENDIX A
Table A-19: Regression Coefficients for Combined School Survey Scores as a
Predictor of School-Level Characteristics, Elementary Schools, 2008-2010
Survey score increases of 1 standard deviation are associated with the following increases:
2008
2009
2010
Parents
Teachers
Parents
Teachers
Parents
Teachers
ELA scale score (beta)
Math scale score (beta)
0.91**
0.88**
0.60**
0.75**
0.68**
0.71**
0.99**
0.86**
1.35**
0.77**
0.50*
0.81**
Notes: * = p<.01, ** = p<.001. In this table we present the regression coefficients (beta) for the z-standardized school survey score
predicting the outcome variables. The coefficient is derived from a regression with covariates including the following: proportion of
free and reduced price lunch students, proportion of ELL students, proportion of special education students, proportion of black and
Hispanic students and the previous year test score.
Table A-20: Regression Coefficients for Combined School Survey Scores as a
Predictor of School-Level Characteristics, Middle Schools, 2008-2010
Survey score increases of 1 standard deviation are associated with the following increases:
2008
2009
2010
Parents
Students
Teachers
Parents
Students
Teachers
Parents
Students
Teachers
ELA scale score (beta)
1.50**
1.66**
1.72**
0.44*
0.57*
0.41
0.61**
0.48*
0.26
Math scale score (beta)
2.33**
2.09**
1.94**
1.25**
1.63**
1.04**
0.87**
0.66**
0.40
Notes: * = p<.01, ** = p<.001. In this table we present the regression coefficients (beta) for the z-standardized school survey score
predicting the outcome variables. The coefficient is derived from a regression with covariates including the following: proportion of
free and reduced price lunch students, proportion of ELL students, proportion of special education students, proportion of black and
Hispanic students and the previous year test score.
18
SCHOOL SURVEY APPENDIX A
Table A-21: Regression Coefficients for Combined School Survey Scores as a
Predictor of School-Level Characteristics, High Schools, 2008-2010
Survey score increases of 1 standard deviation are associated with the following increases:
Graduation on-track indicator (beta)
0.02*
Parents
0.03*
2008 Students
0.01
Teachers
0.01
Parents
0.00
2009 Students
0.01
Teachers
0.03**
Parents
0.02**
2010 Students
0.02**
Teachers
Notes: * = p<.01, ** = p<.001. In this table we present the regression coefficients (beta) for the z-standardized school survey score
predicting the outcome variables. The coefficient is derived from a regression with covariates including the following: proportion of
free and reduced price lunch students, proportion of ELL students, proportion of special education students, proportion of black and
Hispanic students and the previous year test score.
19
SCHOOL SURVEY APPENDIX A
Table A-22: Parent Items Included in Alternative Models, 2010
Reporting
Category
Item ID
p3015
p3018
Academic
Expectations
p3043
p3044
p3048
p3003
p3005
p3007
p3008
p3009
p3016
Communication
p3017
p3011
p3012
p3045
p3002
p3004
Engagement
Item Content
The school has high expectations for my
child.
My child is learning what he or she needs
to know to succeed in later grades or after
graduating from high school.
The quality of your child’s teacher(s) this
year.
The level of assistance your child receives
when he or she needs extra help with
classwork or homework.
The education your child has received this
year.
I am satisfied with the response I get when
I contact my child’s school with questions
or concerns.
My child’s school communicates with me
in a language that I can understand.
The school keeps me informed about my
child’s academic progress.
The school contacts me when my child
breaks school rules.
The school contacts me to tell me about
my child’s achievements and successes.
The school clearly communicates its
expectations for my child’s learning to me
and my child.
My child’s teacher(s) give helpful
comments on class work and tests.
How often during this school year have
you: received information about what your
child is studying in school?
How often during this school year have
you: received information on services for
your child or for you, such as: tutoring,
after school programs, or workshops you
can attend to help your child?
How satisfied are you with the following
things about your child’s school? How well
your child’s school communicates with
you.
I feel welcome in my child’s school.
My child’s school makes it easy for parents
to attend meetings by holding them at
different times of day, providing an
interpreter, or in other ways.
Subset 1
75%
Retained
Subset 2
50%
Retained
Subset 3
Balanced
































20
SCHOOL SURVEY APPENDIX A
p3006
p3030
p3013
p3046
p3047
p3010
p3031
p3032
p3033
p3034
Safety and
Respect
p3035_N
p3036_N
p3037_N
p3038_N
p3039_N
p3040_N
Students with disabilities are included in all
school activities.
My child’s school offers a wide enough
variety of courses and activities to keep my
child interested in school.
How often during this school year have
you: been invited to a workshop, program,
performance, or other event at your
child’s school?
How well your child’s school helps you
understand what you can do to support
your child’s learning needs.
Your opportunities to be involved in your
child’s education.
There is an adult at the school whom my
child trusts and can go to for help with a
school problem.
My child is safe at school.
My child’s school is clean.
Discipline is enforced fairly at my child’s
school.
Answer this question only if your child’s
school has School Safety Agents: The
presence and actions of School Safety
Agents help to promote a safe and
respectful learning environment.
Students threaten or bully other students.
School staff are disrespectful to students.
There is racial or cultural bias by school
staff.
Students in my child’s school are
threatened or harassed by other students
based on race, color, creed, ethnicity,
national origin, citizenship/immigration
status, religion, gender, gender identity,
gender expression, sexual orientation or
disability.
Students use alcohol or illegal drugs during
school.
There is gang activity in my child’s school.


























21
SCHOOL SURVEY APPENDIX A
Table A-23: Student Items Included in Alternative Models, 2010
Reporting
Category
Item ID
s5005
s5006
s5007
s5008
s5009
s5010
Academic
Expectations
s5011
s5025
s5026
s5003
s5014
s5015
Communication
s5028
s5029
s5030
Item Content
Subset 1
75%
Retained
Subset 2
50%
Retained
Subset 3
Balanced
The adults at my school help me
understand what I need to do to succeed in
school.
My teachers encourage me to succeed.

I need to work hard to get good grades at
my school.
Students who get good grades in my school
are respected by other students.
My school helps me to develop challenging
academic goals.
Someone at my school helps me
understand what courses I need to be
promoted to the next grade or graduate.
My teachers expect me to continue my
education after high school.
Approximately how often, during this
school year, have your teachers asked you
to: Complete an essay or research project
using multiple sources of information?
Approximately how often, during this
school year, have your teachers asked you
to: Complete an essay or project where
you had to use evidence to defend your
own opinion or ideas?
Most of the teachers, counselors, school
leaders, and other adults I see at school
every day know my name or who I am.
On a scale of 1 to 4, how
COMFORTABLE are you talking to
teachers and other adults at your school
about: a problem you are having in a class?
On a scale of 1 to 4, how
COMFORTABLE are you talking to
teachers and other adults at your school
about: something that is bothering you?
In how many of your classes during the past
two weeks have you: worked in groups of
2 to 6 students?
In how many of your classes during the past
two weeks have you: had whole-class
discussions?
In how many of your classes during the past
two weeks have you: participated in handson activities such as science experiments?

































22
SCHOOL SURVEY APPENDIX A
s5002
s5004
s5021
I feel welcome in my school.
The adults at my school look out for me.
My teachers enjoy the subjects they teach.
s5022
s5023
Engagement
Safety and
Respect
My teachers inspire me to learn.
My teachers give me extra help when I
need it.
s5024
My teachers connect what I am learning to
life outside of the classroom.
s5041
My school offers a wide enough variety of
classes and activities to keep me interested
in school.
s5045
Students with disabilities are included in all
school activities.
s5016
On a scale of 1 to 4, how AVAILABLE are
teachers and other adults at your school to
talk about: a problem you are having in a
class?
s5017
On a scale of 1 to 4, how AVAILABLE are
teachers and other adults at your school to
talk about: something that is bothering
you?
s5018
Teachers in my school treat students with
respect.
s5019
Most students in my school treat teachers
with respect.
s5020
Adults in my school treat each other with
respect.
s5042
Most students in my school help and care
about each other.
s5043_N Most students in my school just look out
for themselves.
s5044
Most students in my school treat each
other with respect.
s5053
There is a person or program in my school
that helps students resolve conflicts.
s5054
Discipline in my school is fair.
s5055
I am safe in my classes.
s5056
s5057
s5058
s5059
I am safe in the hallways, bathrooms, and
locker rooms at my school.
I am safe on school property outside my
school building.
My school is kept clean.
Answer this question only if your school
has School Safety Agents: The presence and
actions of School Safety Agents help to
promote a safe and respectful learning
environment.


























23
SCHOOL SURVEY APPENDIX A
s5046_N I stay at home because I don't feel safe at
school.
s5047_N Students threaten or bully other students at
school.
s5048_N Students get into physical fights at my
school.
s5049_N Adults at my school yell at students.
s5050_N Students in my school are harassed or
threatened based on race, color, creed,
ethnicity, national origin,
citizenship/immigration status, religion,
gender, gender identity, gender
expression, sexual orientation or disability.
s5051_N Students use alcohol or illegal drugs while
at school.
s5052_N There is gang activity in my school.













24
SCHOOL SURVEY APPENDIX A
Table A-24: Teacher Items Included in Alternative Models, 2010
Reporting
Category
Item ID
t1004
t1005
t1008
t1009
t1010
t1011
t1012
Academic
Expectations
t1028
t1034
t1036
t1037
t1038
t1039
t1043
t1044
t1001
t1002
Communication
t1003
t1006
t1007
Item Content
Curriculum, instruction, and assessment are
aligned within and across the grade levels at
this school.
The principal places the learning needs of
children ahead of other interests.
My school has high expectations for all
students.
Teachers in this school set high standards for
student work in their classes.
My school has clear measures of progress for
student achievement throughout the year.
This school makes it a priority to help
students develop challenging learning goals.
This school makes it a priority to help
students find the best ways to achieve their
learning goals.
The principal has confidence in the expertise
of the teachers.
School leaders visit classrooms to observe
the quality of teaching at this school.
School leaders place a high priority on the
quality of teaching at this school.
School leaders celebrate learning successes
at this school.
Most teachers in my school work together
on teams to improve their instructional
practice.
Teachers in my school use student
achievement data to improve instructional
decisions.
I have sufficient materials to teach my
class(es), including: books, audio/visual
equipment, maps, and/or calculators.
My instructional materials are in good
condition.
Schools leaders communicate a clear vision
for this school.
School leaders let staff know what is
expected of them.
School leaders encourage open
communication on important school issues.
The principal is an effective manager who
makes the school run smoothly.
I trust the principal at his or her word.
Subset 1
75%
Retained
Subset 2
50%
Retained
Subset 3
Balanced





























25
SCHOOL SURVEY APPENDIX A
t1035
t1049
t1052
t1054
t1055
t1024
t1029
t1030
t1042
t1045
t1046
Engagement
t1047
t1048
t1064
t1025
t1026
t1027
School leaders give me regular and helpful
feedback about my teaching.
My school communicates effectively with
parents when students misbehave.
How often during this school year have you:
communicated with parents about their
children’s progress in class?
How often during this school year have you:
sent parents written information on what
you are teaching and what students are
expected to learn?
How often during this school year have you:
sent home information on services to help
students or parents such as: tutoring, afterschool programs, or workshops adults can
attend to help their children in school?
My school offers a wide enough variety of
courses to keep students at my school
engaged.
School leaders invite teachers to play a
meaningful role in setting goals and making
important decisions for this school.
School leaders encourage collaboration
among teachers.
The professional development I received this
year provided me with teaching strategies to
better meet the needs of my students.
This year, I received helpful training on the
use of student achievement data to improve
teaching and learning.
The professional development I received this
year provided me with content support in
my subject area.
Obtaining information from parents about
student learning needs is a priority at my
school.
Teachers and administrators in my school
use information from parents to improve
instructional practices and meet student
learning needs.
Students with disabilities are included in all
school activities.
To what extent do you feel supported by:
your principal?
To what extent do you feel supported by:
assistant principals at your school?
To what extent do you feel supported by:
other teachers at your school?

































26
SCHOOL SURVEY APPENDIX A
t1031
t1032
t1033
t1056
t1057
t1058
t1059_N
t1060_N
t1061_N
Safety and
Respect
t1062
t1063
t1065_N
t1066_N
t1067
t1068_N
t1069
t1070
Teachers in my school respect teachers who
take the lead in school improvement efforts.
Teachers in my school trust each other.
Teachers in my school recognize and respect
colleagues who are the most effective
teachers.
Order and discipline are maintained at my
school.
I can get the help I need at my school to
address student behavior and discipline
problems.
I am safe at my school.
Crime and violence are a problem in my
school.
Students in my school are often threatened
or bullied.
Adults at my school are often disrespectful
to students.
Most students at my school treat teachers
with respect.
Most parents treat teachers at this school
with respect.
Students’ use of alcohol and illegal drugs in
school is a problem at my school.
There are conflicts at my school based on
race, color, creed, ethnicity, national origin,
citizenship/immigration status, religion,
gender, gender identity, gender expression,
sexual orientation or disability.
There is a person or a program in my school
that helps students resolve conflicts.
Gang activity is a problem in my school.
My school is kept clean.
Answer this question only if your school has
School Safety Agents: The presence and
actions of School Safety Agents help to
promote a safe and respectful learning
environment.






















27
SCHOOL SURVEY APPENDIX A
Table A-25: Absolute Differences Between Scores based on Full Set and Subsets of Items, 2010
Elementary Schools
Subset 1: 75%
Academic
Expectations
Communication
Engagement
Safety &
Respect
Combined
Subset 2: 50%
Academic
Expectations
Communication
Engagement
Safety &
Respect
Combined
Parent
Student
Teacher
0.00
0.01
0.01
.
.
.
0.02
0.00
0.02
0.06
0.01
.
.
0.01
0.04
0.03
0.14
0.03
Parent
Student
Teacher
0.01
0.01
0.01
0.00
0.02
0.01
0.00
0.00
0.01
0.02
0.00
0.02
0.03
0.01
0.03
0.01
0.05
0.01
0.04
0.01
.
.
.
0.04
0.14
0.07
0.02
0.08
0.03
0.01
0.06
0.04
.
.
0.04
0.03
0.07
0.01
0.03
.
.
.
0.09
0.27
0.11
0.14
0.02
.
.
0.17
0.05
Subset 3: Balanced
Academic
0.01
Expectations
Communication
0.04
Engagement
Safety &
Respect
Combined
Middle Schools
Combined
High Schools
Combined
Parent
Student
Teacher
Combined
0.01
0.01
0.01
0.00
0.02
0.01
0.00
0.00
0.01
0.02
0.00
0.02
0.01
0.01
0.01
0.04
0.01
0.02
0.01
0.06
0.01
0.03
0.01
0.04
0.01
0.02
0.01
0.08
0.02
0.02
0.04
0.15
0.06
0.03
0.06
0.02
0.01
0.07
0.04
0.06
0.02
0.03
0.05
0.16
0.06
0.03
0.07
0.02
0.09
0.02
0.08
0.02
0.09
0.05
0.04
0.02
0.10
0.02
0.09
0.02
0.12
0.06
0.05
0.02
0.05
0.15
0.05
0.01
0.06
0.04
0.18
0.04
0.04
0.08
0.32
0.12
0.08
0.13
0.03
0.01
0.07
0.04
0.12
0.04
0.08
0.08
0.38
0.11
0.05
0.15
0.03
0.15
0.02
0.09
0.02
0.28
0.03
0.10
0.07
0.12
0.03
0.10
0.03
0.16
0.03
0.17
0.12
0.07
0.05
28
SCHOOL SURVEY APPENDIX A
Table A-26: Correlations Between Scores based on Full Set and Subsets of Items, 2010
Elementary Schools
Middle Schools
High Schools
Parent
Student
Teacher
Combined
Parent
Student
Teacher
Combined
Parent
Student
Teacher
Combined
Subset 1: 75%
Academic
Expectations
Communication
1.00
.
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
0.99
1.00
Engagement
Safety &
Respect
Combined
0.99
1.00
.
.
1.00
1.00
1.00
1.00
0.99
1.00
1.00
1.00
1.00
1.00
1.00
1.00
0.99
1.00
1.00
1.00
1.00
1.00
1.00
1.00
0.96
.
0.99
0.99
0.98
0.99
0.99
0.99
0.98
0.99
0.99
0.99
1.00
.
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
Subset 2: 50%
Academic
Expectations
Communication
1.00
.
0.99
0.99
1.00
0.98
0.99
0.99
1.00
0.98
0.98
0.99
Engagement
Safety &
Respect
Combined
0.94
0.98
.
.
0.98
0.99
0.97
0.99
0.97
0.98
0.99
0.99
0.96
0.98
0.97
0.99
0.96
0.98
0.99
0.99
0.96
0.98
0.98
0.99
0.89
.
0.98
0.98
0.95
0.96
0.99
0.98
0.94
0.97
0.98
0.97
0.98
.
1.00
0.99
0.99
0.99
0.99
0.99
0.98
0.99
0.99
0.99
1.00
.
0.97
0.98
1.00
0.91
0.96
0.98
1.00
0.93
0.95
0.98
0.94
0.98
.
.
0.91
0.95
0.92
0.97
0.97
0.98
0.96
0.97
0.90
0.92
0.93
0.97
0.96
0.98
0.96
0.96
0.86
0.94
0.94
0.98
0.89
.
0.94
0.94
0.94
0.90
0.96
0.96
0.93
0.90
0.92
0.94
0.98
.
0.99
0.99
0.99
0.97
0.98
0.99
0.98
0.97
0.97
0.98
Subset 3: Balanced
Academic
Expectations
Communication
Engagement
Safety &
Respect
Combined
29
APPENDIX B
Before describing how we constructed School Survey scores, it is important to note that over the years, a few
questions on the survey were either added or removed. For this report, we constructed reporting category scores for
each respondent group based on the items available from the 2010 survey.i (See tables B-1 to B-3 for item content by
respondent.) For each school, we constructed four reporting category scores for each respondent group, resulting in
12 scores per school (represented by the bottom four rows of boxes in Figure B-1).ii We further reduced the data by
combining all four reporting categories into a single combined School Survey score for each respondent group,
resulting in three scores per school (represented by the second row of boxes in Figure B-1). Ultimately, these scores
were combined to contribute to the School Environment grade on the Progress Report (represented by the topmost
box in Figure B-1), but for the majority of this report, we examine scores separately for each respondent group.
Figure B-1: Constructing School Survey Scores
School Level
Combined School Survey Score
Respondent
Groups
Reporting
Categories
Parent
Combined School
Survey Score
Student
Combined School
Survey Score
Teacher
Combined School
Survey Score
(1) Academic
Expectations
(1) Academic
Expectations
(1) Academic
Expectations
(2)
(2)
(2)
Communication
Communication
Communication
(3)
Engagement
(3)
Engagement
(3)
Engagement
(4) Safety &
Respect
(4) Safety &
Respect
(4) Safety &
Respect
After establishing our groups/categories of interest, we recoded “Don’t Know” or “Not Applicable” as missing data
because these types of responses do not typically correspond to a point on the rating scale. In addition, we rescaled
three items in the surveys that used five-point rating scales because the majority of items used a four-point rating scale
instead. Otherwise, the inclusion of a five-point scale makes the interpretation of mean scores more difficult. For
example, the majority of these five-point scale items contributed to Communication scores, and by combining these
five-point frequency data with four-point agreement or satisfaction data to calculate the mean Communication score,
30
SCHOOL SURVEY APPENDIX B
it may have appeared inflated compared with Safety and Respect scores, which use only foure-point rating scale
items. The DOE included “individually scored” items about curriculum offerings in their category scores, but we
excluded these items from our scores because they were not typical rating scale items.
Each respondent answered questions about the availability of classes and activities, but there was little consensus
between respondents about their school offerings. While it’s possible that there truly is a large discrepancy between
the perceptions of parents, students, and teachers, it is also likely that the question format—which varied
substantially between the three surveys—played a role in these differences. This, combined with the fact that these
items were not typical rating scales, led us to decide that we would not further analyze these data.
NOTES
i
We excluded items asked only to students, parents, and
teachers in high schools to maximize consistency between
high schools and other school types.
ii
There were 12 category scores for middle and high
schools, but only eight in elementary schools, where
students did not participate in the survey.
31
Table B-1: Parent School Survey Items by Reporting Category, 2010
Reporting
Category
Item
ID
Item Content
p3015
p3018
Academic
Expectations
p3043
p3044
p3048
p3003
p3005
b
p3007
p3008
p3009
Communication
The school contacts me when my child breaks school rules.
The school contacts me to tell me about my child’s achievements
and successes.
The school clearly communicates its expectations for my child’s
learning to me and my child.
My child’s teacher(s) give helpful comments on class work and tests.
p3016
p3017
p3011
c
p3012
c
p3045
p3002
p3004
p3006
p3030
b
p3013
c
p3046
b
Engagement
Safety and
Respect
p3047
p3010
p3031
p3032
p3033
The school has high expectations for my child.
My child is learning what he or she needs to know to succeed in
later grades or after graduating from high school.
The quality of your child’s teacher(s) this year.
The level of assistance your child receives when he or she needs
extra help with classwork or homework.
The education your child has received this year.
I am satisfied with the response I get when I contact my child’s
school with questions or concerns.
My child’s school communicates with me in a language that I can
understand.
The school keeps me informed about my child’s academic progress.
How often during this school year have you: received information
about what your child is studying in school?
How often during this school year have you: received information
on services for your child or for you, such as: tutoring, after school
programs, or workshops you can attend to help your child?
How satisfied are you with the following things about your child’s
school? How well your child’s school communicates with you.
I feel welcome in my child’s school.
My child’s school makes it easy for parents to attend meetings by
holding them at different times of day, providing an interpreter, or
in other ways.
Students with disabilities are included in all school activities.
My child’s school offers a wide enough variety of courses and
activities to keep my child interested in school.
How often during this school year have you: been invited to a
workshop, program, performance, or other event at your child’s
school?
How well your child’s school helps you understand what you can do
to support your child’s learning needs.
Your opportunities to be involved in your child’s education.
There is an adult at the school whom my child trusts and can go to
for help with a school problem.
My child is safe at school.
My child’s school is clean.
Discipline is enforced fairly at my child’s school.
Rating
Scale
Agreement
(4-point)
Agreement
(4-point)
Frequency
(5-point)
Satisfaction
(4-point)
Agreement
(4-point)
Frequency
(5-point)
Satisfaction
(4-point)
Agreement
(4-point)
32
SCHOOL SURVEY APPENDIX B
p3034
p3035
p3036
p3037
p3038
a
a
a
a, b
p3039
a
p3040
a
Answer this question only if your child’s school has School Safety
Agents: The presence and actions of School Safety Agents help to
promote a safe and respectful learning environment.
Students threaten or bully other students.
School staff are disrespectful to students.
There is racial or cultural bias by school staff.
Students in my child’s school are threatened or harassed by other
students based on race, color, creed, ethnicity, national origin,
citizenship/immigration status, religion, gender, gender identity,
gender expression, sexual orientation or disability.
Students use alcohol or illegal drugs during school.
There is gang activity in my child’s school.
Notes. a Item reverse coded so that higher scores indicate more positive perceptions
b
Item not included in 2008 or 2009
c
Rescaled to four-point scale
Frequency
(4-point)
33
Table B-2: Student School Survey Items by Reporting Category, 2010
Reporting
Category
Item
ID
Item Content
s5005
s5006
s5007
s5008
Academic
Expectations
s5009
s5010
s5011
s5025
s5026
s5003
s5014
s5015
Communication
Engagement
s5028
c
s5029
c
s5030
c
s5002
s5004
s5021
s5022
s5023
s5024
s5041
s5045
b
The adults at my school help me understand what I need to
do to succeed in school.
My teachers encourage me to succeed.
I need to work hard to get good grades at my school.
Students who get good grades in my school are respected by
other students.
My school helps me to develop challenging academic goals.
Someone at my school helps me understand what courses I
need to be promoted to the next grade or graduate.
My teachers expect me to continue my education after high
school.
Approximately how often, during this school year, have your
teachers asked you to: Complete an essay or research project
using multiple sources of information?
Approximately how often, during this school year, have your
teachers asked you to: Complete an essay or project where
you had to use evidence to defend your own opinion or ideas?
Most of the teachers, counselors, school leaders, and other
adults I see at school every day know my name or who I am.
On a scale of 1 to 4, how COMFORTABLE are you talking
to teachers and other adults at your school about: a problem
you are having in a class?
On a scale of 1 to 4, how COMFORTABLE are you talking
to teachers and other adults at your school about: something
that is bothering you?
In how many of your classes during the past two weeks have
you: worked in groups of 2 to 6 students?
In how many of your classes during the past two weeks have
you: had whole-class discussions?
In how many of your classes during the past two weeks have
you: participated in hands-on activities such as science
experiments?
I feel welcome in my school.
The adults at my school look out for me.
My teachers enjoy the subjects they teach.
My teachers inspire me to learn.
My teachers give me extra help when I need it.
My teachers connect what I am learning to life outside of the
classroom.
My school offers a wide enough variety of classes and
activities to keep me interested in school.
Students with disabilities are included in all school activities.
Rating
Scale
Agreement
(4-point)
Frequency
(4-point)
Agreement
(4-point)
Comfort
(4-point)
Quantity
(5-point)
Agreement
(4-point)
34
SCHOOL SURVEY APPENDIX B
s5016
s5017
s5018
s5019
s5020
s5042
s5043
s5044
s5053
a
s5054
s5055
s5056
Safety and
Respect
s5057
s5058
s5059
s5046
s5047
s5048
s5049
s5050
a
s5051
s5052
a
a
a
a
a, b
a
On a scale of 1 to 4, how AVAILABLE are teachers and other
adults at your school to talk about: a problem you are having
in a class?
On a scale of 1 to 4, how AVAILABLE are teachers and other
adults at your school to talk about: something that is
bothering you?
Teachers in my school treat students with respect.
Most students in my school treat teachers with respect.
Adults in my school treat each other with respect.
Most students in my school help and care about each other.
Most students in my school just look out for themselves.
Most students in my school treat each other with respect.
There is a person or program in my school that helps students
resolve conflicts.
Discipline in my school is fair.
I am safe in my classes.
I am safe in the hallways, bathrooms, and locker rooms at my
school.
I am safe on school property outside my school building.
My school is kept clean.
Answer this question only if your school has School Safety
Agents: The presence and actions of School Safety Agents
help to promote a safe and respectful learning environment.
I stay at home because I don't feel safe at school.
Students threaten or bully other students at school.
Students get into physical fights at my school.
Adults at my school yell at students.
Students in my school are harassed or threatened based on
race, color, creed, ethnicity, national origin,
citizenship/immigration status, religion, gender, gender
identity, gender expression, sexual orientation or disability.
Students use alcohol or illegal drugs while at school.
There is gang activity in my school.
Notes. a Item reverse coded so that higher scores indicate more positive perceptions
b
Item not included in 2008 or 2009
c
Rescaled to four-point scale
Availability
(4-point)
Agreement
(4-point)
Frequency
(4-point)
35
Table B-3: Teacher School Survey Items by Reporting Category, 2010
Reporting
Category
Item
ID
Item Content
t1004
t1005
t1008
t1009
t1010
t1011
t1012
Academic
Expectations
t1028
t1034
t1036
t1037
t1038
b
t1039
t1043
t1044
t1001
t1002
t1003
t1006
Communication
t1007
t1035
t1049
t1052
t1054
c
c
Curriculum, instruction, and assessment are aligned within
and across the grade levels at this school.
The principal places the learning needs of children ahead of
other interests.
My school has high expectations for all students.
Teachers in this school set high standards for student work in
their classes.
My school has clear measures of progress for student
achievement throughout the year.
This school makes it a priority to help students develop
challenging learning goals.
This school makes it a priority to help students find the best
ways to achieve their learning goals.
The principal has confidence in the expertise of the teachers.
School leaders visit classrooms to observe the quality of
teaching at this school.
School leaders place a high priority on the quality of teaching
at this school.
School leaders celebrate learning successes at this school.
Most teachers in my school work together on teams to
improve their instructional practice.
Teachers in my school use student achievement data to
improve instructional decisions.
I have sufficient materials to teach my class(es), including:
books, audio/visual equipment, maps, and/or calculators.
My instructional materials are in good condition.
Schools leaders communicate a clear vision for this school.
School leaders let staff know what is expected of them.
School leaders encourage open communication on important
school issues.
The principal is an effective manager who makes the school
run smoothly.
I trust the principal at his or her word.
School leaders give me regular and helpful feedback about my
teaching.
My school communicates effectively with parents when
students misbehave.
How often during this school year have you: communicated
with parents about their children’s progress in class?
How often during this school year have you: sent parents
written information on what you are teaching and what
students are expected to learn?
Rating
Scale
Agreement
(4-point)
Agreement
(4-point)
Frequency
(5-point)
36
SCHOOL SURVEY APPENDIX B
t1055
c
t1024
t1029
t1030
t1042
t1045
t1046
Engagement
t1047
t1048
t1064
t1025
t1026
b
b
t1027
t1031
t1032
t1033
t1056
t1057
Safety and
Respect
t1058
t1059
t1060
t1061
t1062
t1063
t1065
t1066
a
a
a
a
a, b
How often during this school year have you: sent home
information on services to help students or parents such as:
tutoring, after-school programs, or workshops adults can
attend to help their children in school?
My school offers a wide enough variety of courses to keep
students at my school engaged.
School leaders invite teachers to play a meaningful role in
setting goals and making important decisions for this school.
School leaders encourage collaboration among teachers.
The professional development I received this year provided
me with teaching strategies to better meet the needs of my
students.
This year, I received helpful training on the use of student
achievement data to improve teaching and learning.
The professional development I received this year provided
me with content support in my subject area.
Obtaining information from parents about student learning
needs is a priority at my school.
Teachers and administrators in my school use information
from parents to improve instructional practices and meet
student learning needs.
Students with disabilities are included in all school activities.
To what extent do you feel supported by: your principal?
To what extent do you feel supported by: assistant principals
at your school?
To what extent do you feel supported by: other teachers at
your school?
Teachers in my school respect teachers who take the lead in
school improvement efforts.
Teachers in my school trust each other.
Teachers in my school recognize and respect colleagues who
are the most effective teachers.
Order and discipline are maintained at my school.
I can get the help I need at my school to address student
behavior and discipline problems.
I am safe at my school.
Crime and violence are a problem in my school.
Students in my school are often threatened or bullied.
Adults at my school are often disrespectful to students.
Most students at my school treat teachers with respect.
Most parents treat teachers at this school with respect.
Students’ use of alcohol and illegal drugs in school is a
problem at my school.
There are conflicts at my school based on race, color, creed,
ethnicity, national origin, citizenship/immigration status,
religion, gender, gender identity, gender expression, sexual
orientation or disability.
Agreement
(4-point)
Extent
(4-point)
Agreement
(4-point)
37
t1067
t1068
t1069
t1070
a
There is a person or a program in my school that helps
students resolve conflicts.
Gang activity is a problem in my school.
My school is kept clean.
Answer this question only if your school has School Safety
Agents: The presence and actions of School Safety Agents
help to promote a safe and respectful learning environment.
Notes. a Item reverse coded so that higher scores indicate more positive perceptions
b
Item not included in 2008 or 2009
c
Rescaled to four-point scale
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