Primary Characteristics
Race/Ethnicity
Notes: Students can self-identify as more than one race/ethnicity. The percents may add up to over 100%.
SRI Education researchers surveyed Nowell Leadership Academy students in spring 2023. Overall, 109 out of 162 students responded to the survey, for a response rate of 67%.
Download a full 2022-2023 item-level report here.
Most displays below summarize school means. Your school’s mean is represented by a closed circle. Other schools in the Engage New England initiative are represented by open circles. Circles for schools with similar values may overlap and not appear as separate circles. You can hover over your circle to see the precise mean for your school. You can also use the autoscale button at the top if you want to zoom in to the display. The home button at the top of these displays (represented by a house icon) will reset the display to its original settings.
Survey items addressing similar concepts were combined to create a high-level composite measure which we refer to as a construct. Constructs are identified in the displays. Not all survey questions fit into a construct. These individual items are grouped by topic below. For each construct and individual survey item, we include the construct definition or survey item and the response scale.
Sub-group reporting is also available for certain student demographics. To access this, click on the “Data by Subgroup” expander below each display. To maintain confidentially, results from groups with less than 4 respondents are not shown.
This section summarizes students’ background information based on survey respondents from your school. Since not all students who enrolled in your school responded to the survey, we are including this information so that you can have an overview of respondent characteristics, such as grade level, demographic background, age, and living situation. More importantly, please keep in mind that summary results in this report are based on self-report of a subset of students in your school. This subset of students may not be representative of the student population of the entire school, especially when the response rate is low.
Notes: Students can self-identify as more than one race/ethnicity. The percents may add up to over 100%.
Notes: This question was not asked of students who indicated they currently do not have consistent housing.
Notes: This question was not asked of students who indicated they currently do not have housing (consistent or temporary).
Notes: This question was not asked of students who indicated they currently do not have housing (consistent or temporary).
Notes: Only asked of students who indicated they have a child.
Notes: This question was not asked of students who indicated they currently do not have housing (consistent or temporary).
The sense of belonging construct represents the extent to which students feel accepted, respected, and valued by others in their school community.
The student-teacher relationships construct represents the extent to which students report positive relationships with the teachers at their school, including their perceptions that their teachers listen to them, care about them, and can be relied on for support.
The classroom engagement comfort level construct represents students’ perceptions of their classroom environments, including the number of their classes in which they feel comfortable sharing their ideas, making mistakes, and asking questions when they do not understand something.
Students were asked for how many of their classes certain statements were true.
The competency-based instruction construct represents students’ perceptions of how often their teachers use competency-based practices in their classes such as providing expectations for how work will be assessed, examples of student work, feedback to help students improve their work, and multiple chances for them to succeed.
Students were asked how often certain activities happened in their classes.
These constructs and item represent students’ perceptions of how rigorous, relevant, and purposeful their classes and coursework are and whether class discourse is student driven.
The academic rigor construct represents students’ perceptions of how many of their classes include assignments that push them to deepen their thinking, demand critical thinking, require multiple drafts to strengthen their work, and challenge them to do their best.
The purpose construct represents how relevant and purposeful students report their coursework to be, including how many of their classes provide learning experiences that are tied to their interests and goals and are connected to issues that are important to their community.
Students were asked for how many of their classes certain statements were true.
These items represent the number of times students reported engaging in class activities connected to the real world during the 2022-23 school year.
The goal setting construct represents the extent to which students report setting goals around their performance in school, knowing what they need to do to achieve their goals, and knowing whether they are on track to meet their goals.
The growth mindset construct represents the extent to which students believe that their abilities and skills can grow with effort. Students with a growth mindset see effort as necessary for success and embrace challenges.
The self-efficacy construct represents the extent to which students believe in their ability to achieve an outcome or reach a goal, including to overcome challenges and complete difficult tasks. Self-efficacy reflects confidence in the ability to exert control over one’s motivation, behavior, and environment. Students with a high sense of self efficacy may approach difficult tasks as challenges, quickly recover from and persist despite setbacks, and see failure as a need for more effort and strengthened skills.
The collaboration construct represents students’ assessments of their collaboration skills, including the extent to which students report considering everyone’s ideas and sharing their own, paying attention when teammates talk, and helping their group solve problems. For these questions, students were asked to think about the times this year that they worked in a group in class.
The social awareness construct represents the extent to which students report they are respectful of others, they listen to other people’s points of view, and they get along with people different from themselves.
Students were asked how true statements were for them.
The professional communication construct represents students’ perceptions of how well-prepared they feel to communicate verbally and in writing in a school or work environment, including by making a presentation and speaking in public.
The following display shows, on average, how often students report meeting 1:1 with their primary person.
Notes: Only asked of students who indicated that they have been assigned an adult to meet with regularly to discuss their academic progress.
The following display shows students’ assessments of the quality of the relationship they have with their primary person.
Notes: Only asked of students who indicated that they have been assigned an adult to meet with regularly to discuss their academic progress.
The on-track knowledge construct represents the extent to which students report understanding what they need to do to graduate from high school, including how they are doing in their classes and what they need to do to improve their grades.
The postsecondary guidance construct represents the extent to which students believe their school has helped them understand what they want to do after high school and the steps they need to take to achieve this college/career plan, including understanding the financial benefits of college and the financial aid options.
The following display shows the percent of students who reported creating a written postsecondary plan.
The postsecondary plan self-efficacy construct represents the extent to which students with a postsecondary plan express confidence in their plan, including believing they can achieve the plan, knowing how to do so, and feeling their plan is right for them.
The following displays show the percent of students who have completed various postsecondary planning activities this school year.
The following display shows students’ reports of what they plan to do immediately after high school.
The following display shows student reports of how far they want to go in their education and how far they think they will go.