The displays below summarize student perceptions over time. The first
year for which we have data will vary depending on when each construct
or item was added to the survey. The students responding to the survey
may have changed from year to year as your student composition has
changed.
School Climate
Belonging and Positive
Relationships
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.
Notes: Responses fall on the following scale: 1 =
strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 =
agree, and 5 = strongly agree.
Classroom Engagement Comfort Level
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.
Notes: Responses fall on the following scale: 1 =
none, 2 = a few, 3 = about half, 4 = most, and 5 = all.
Instruction
Competency-based Instructional
Approaches
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.
Notes: Responses fall on the following scale: 1 =
never, 2 = seldom, 3 = sometimes, 4 = often, and 5 = always.
Rigor and Purpose
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.
Notes: Responses fall on the following scale: 1 =
none, 2 = a few, 3 = about half, 4 = most, and 5 = all.
Authenticity
These items represent the number of times students reported engaging
in class activities connected to the real world during each school
year.
Notes: Responses fall on the following scale: 0 =
never, 1 = once, 2 = twice, 3 = three times, and 4 = four or more
times.
Student Success Skills
Intrapersonal and Interpersonal
Skills
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.
Notes: Responses fall on the following scale: 1 =
not at all true, 2 = a little true, 3 = somewhat true, 4 = mostly true,
and 5 = completely true.
Professional Communication
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.
Notes: Responses fall on the following scale: 1 = I
do not feel prepared, 2 = I feel slightly prepared, 3 = I feel
moderately prepared, 4 = I feel well prepared, and 5 = I feel very well
prepared.
Primary Person Model
Overall Primary Person System
Primary Person Meeting Frequency
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. Responses fall on the following scale: 0 = never, 1 =
once or twice this year, 2 = a few times this year, 3 = monthly or
almost monthly, 4 = two or three times a month, and 5 = once a week or
more.
Primary Person Relationship
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. Responses fall on the following scale: 1 = strongly
disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, and 5
= strongly agree.
Advising & Postsecondary Planning
Advising
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.
Notes: Responses fall on the following scale: 1 =
strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 =
agree, and 5 = strongly agree.
Postsecondary Plan
The following display shows the percent of students who reported
creating a written postsecondary plan.
Notes: Responses fall on the following scale: 1 =
strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 =
agree, and 5 = strongly agree.
Postsecondary Plan Self-efficacy
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.
Notes: Items only asked of students who indicated
they have a written postsecondary plan. Responses fall on the following
scale: 1 = strongly disagree, 2 = disagree, 3 = neither agree nor
disagree, 4 = agree, and 5 = strongly agree.
Postsecondary Preparation Activities and
Exploration
The following displays show the percent of students who have
completed various postsecondary planning activities each school
year.
Next Steps after High School
The following display shows students’ reports of what they plan to do
immediately after high school.
Postsecondary Aspirations and
Expectations
The following display shows student reports of how far they
want to go in their education and how far they think
they will go.
Notes: No respondents chose the option “attend some
high school” for postsecondary aspirations and expectations.