Part B C EDSCLS Benchmarking Study 2017 Updated
Part B C EDSCLS Benchmarking Study 2017 Updated.docx
ED School Climate Surveys (EDSCLS) Benchmark Study 2017 Update
OMB: 1850-0923
Table of Contents
B.1 Universe, Sample Design, and Estimation 3
B.1.4 Methods for Variance Estimation 5
B.1.5 Sample Sizes and Precisions 5
B.1.6 Nonresponse Bias Analysis 5
B.1.7 Nonresponse Follow-up Study 5
B.2 Procedures for the Collection of Information 6
B.2.2 Recruitment Mailing to Principals or Superintendents 6
B.2.5 Protocol for Additional Follow-Up Efforts 7
B.2.6 Refusal Conversion for Schools That Will Not Participate 7
B.2.7 Tracking of School and District Responses 8
B.2.8 Data Collection and Monitoring 8
B.2.9 In-Person Follow-Up Efforts 8
B.2.10 Special Handling District Recruitment Efforts 8
B.3 Methods to Maximize Response Rates 9
B.5 Individuals Responsible for Study Design and Performance 12
C.1 Student EDSCLS Item Justification Table 14
C.2 Instructional Staff EDSCLS Item Justification Table 27
C.3 Noninstructional Staff EDSCLS Item Justification Table 42
B.1 Universe, Sample Design, and Estimation
Section B.1.1 includes information on the study universe of interest. Section B.1.2 describes the sampling plan implemented in the national study. Section B.1.3 explains the survey weight calculations. Section B.1.4 provides information about estimation methods. Section B.1.5 discusses the target sample sizes set for the national study and the precision implications. Section B.1.6 addresses potential nonresponse bias analysis.
B.1.1 Universe
The universe for the EDSCLS benchmark study includes all grade 5-12 students in regular public-schools in the 50 States and the District of Columbia and teachers and principals within their school. These students, and teachers and principals serving these students, are regarded as eligible for the EDSCLS benchmark. Those in detention/corrections/treatment centers, homebound/hospital schools, and virtual schools are excluded from this benchmark. Schools run by the Bureau of Indian Education and Department of Defense are also excluded from this benchmark. However, the study will oversample schools with relatively large percentages (at least five percent1) of American Indian/Alaska Native non-Hispanic (AM2) student enrollment by a factor of two to make sure this population is well-presented in the sample. The size of the student population is estimated to be about 28,641,600, and the size of the school population is estimated to be about 78,600 (based on information from the Department of Education's 2013-14 Common Core of Data or CCD).
B.1.2 Sample Design
The sample design for the EDSCLS national benchmark study produces a nationally representative sample of grade 5-12 students, teachers, and principals in the public schools serving these students. The national benchmark study will use a stratified probability design. The target school population will be divided into four strata: a primary school stratum3, a middle school stratum, a high school stratum, and a combined school stratum. The schools with eligible students are classified in one of the four school strata based on the lowest and highest grades they offered, as reported in CCD, using these rules:
Primary school stratum: lowest grade: PK through 04; highest grade: 05 through 08;
Middle school stratum: lowest grade: 05 through 08; highest grade: 05 through 09;
High school stratum: lowest grade: 09 through 12; highest grade: 09 through 12; and
Combined school stratum: any other configuration not falling within the above three categories.
To ensure that we select a representative sample, schools will be further stratified by high percentage of AM student enrollment (two categories: higher/lower percentage than five percent), urbanicity, and quartile eligible enrollment size (student counts in grades 5-12) with the exception that the urbanicity will not be used for the high percentage of AM student enrollment strata because the cell size would become too small. Urbanicity will be based on an existing CCD locale variable that categorizes schools into four strata: urban, suburban, town, and rural. High percentage of White non-Hispanic student enrollment (two categories: higher/lower percentage than the median percentage), and high percentage of student enrollment eligible for free or reduced-price lunch (two categories: higher/lower percentage than the median percentage) will be used as sorting variables in the sample selection process to make the frame implicitly stratified on these variables. State, district, and school ID will also be used to sort the school list so that the schools are further implicitly stratified geographically.
Because a separate estimate is desired for each school level and the total sample size is only 500, equal allocation across school levels will be implemented. Proportional allocation will be applied for each stratum within each school level, but the total number of schools will be multiplied by a factor of two for the high percentage of AM student enrollment strata so that the chance of schools in these strata being selected will be twice as high as schools in the low percentage of AM student enrollment strata. Schools will be systematically sampled with probability proportional to measures of size within the stratum by school level, high percentage of AM student enrollment, urbanicity, and eligible enrollment size quartile. Before selection, schools in each stratum will be sorted by high percentage of White non-Hispanic student enrollment, high percentage of student enrollment eligible for free or reduced-price lunch, state, district, and school ID. The measure of size will be total enrollment in eligible grades.
1,000 schools will be drawn into the sample, with 714 of them selected to be prioritized for recruitment (with active follow up with non-respondents). We hope to achieve 70 percent response rate from the primary batch of 714 sampled schools and expect to obtain 500 responding schools (see section B.2.5 below). Within each sampled school, to give schools the choice to reduce burden, in addition to the school principal, schools will be given a choice to administer the EDSCLS surveys to a random sample of the school’s students in grades 5-12 and teachers or to a universe of the school’s students in grades 5-12, teachers, and noninstructional staff. If the school chooses the sample option, we will only randomly select one class of students and two teachers from each grade of no more than four grades. It is expected that the sample size for the 5th grade will be somewhat smaller than other grades under this design. To increase the sample size for the 5th grade, this grade will be selected with certainty, if available, for sampled schools. If the sampled school would like to collect data from all students and instructional and noninstructional staff for their school report, we will accommodate that decision and all their data will be used in the estimations. We expect that 80 percent of contacted students, teachers, and noninstructional staff (including principals) will respond in the participating schools.
The sample design will not account for other NCES surveys in the field at the same time as the EDSCLS. Selecting a sample that avoids or minimizes overlap would unnecessarily complicate the sampling design and would require complex computations of probabilities prior to sample selection, as well as complex weighting after data collection.
B.1.3 Survey Weights
Respondent weights will be provided so that the weighted data will represent individuals in the populations. The final school weight for the respondent school will be comprised of a sampling base weight and an adjustment for school nonresponse. Weighting adjustment cells will be determined based on bias analysis results from the EDSCLS data in order to create the adjustment for nonresponse. The final person weight for respondents will be the product of the final school weight, person sampling weights, and an adjustment for individual nonresponse. If needed, the final weight will be raked so that the sum of the weights matches the population totals derived from the latest CCD public school universe file.
B.1.4 Methods for Variance Estimation
Standard errors of the estimates will be computed using a Taylor series linearization method that will incorporate sampling weights and sample design information.
B.1.5 Sample Sizes and Precisions
The national benchmark study will collect data from a nationally representative sample of students and staff in 500 public schools. Based on an assumed standard deviation of 100 for the scale score by design, the mean student-level scale score for each grade, assuming an average classroom size of 20, an 80 percent student response rate, and an intracorrelation of 0.3 among students in the same classroom, will be estimated with a 95% confidence interval of ±8 score points, or 0.08 standard deviation units for the mean. If we compare the scores of two grades, the sample sizes can detect a difference of 17 in mean scale scores with 80% power at 95% level of confidence. Similarly, based on an assumed standard deviation of 100 for the scale score by design, the mean teacher-level scale score for each grade, assuming an intracorrelation of 0.1 among teachers in the same grade, will be estimated with a 95% confidence interval of ±11 score points, or 0.11 standard deviation units for the mean. If we compare the scores of two grades, the sample sizes can detect a difference of 23 in mean scale scores with 80% power at 95% level of confidence. These calculations are based on a simple random school sample assumption. The national benchmark study has some design features (e.g., the unequal probability sampling design) that can affect the precision of the estimates. The confidence intervals could be inflated by a factor of 1.2–1.6.
B.1.6 Nonresponse Bias Analysis
School nonresponse: To identify characteristics associated with school nonresponse, a multivariate analysis will be conducted using a categorical search algorithm called Chi-Square Automatic Interaction Detection (CHAID). CHAID divides the data set into groups so that the school response rate within cells is as constant as possible, and the school response rate between cells is as different as possible. Since the variables considered for use as predictors of response must be available for both respondents and nonrespondents, demographic variables from the CCD sampling frame will be used in the CHAID analysis. The magnitude of school nonresponse bias and the likely effectiveness of statistical adjustments in reducing that bias will be examined by comparing estimates computed using nonresponse adjusted weights to those computed using unadjusted base weights.
Individual nonresponse: We will conduct comparisons between respondent characteristics to known population characteristics from CCD. Similar to school nonresponse, the magnitude of individual nonresponse bias will be examined by comparing estimates computed using nonresponse adjusted weights to those computed using unadjusted base weights. This will provide an indication of the likely effectiveness of statistical adjustments in reducing nonresponse bias.
B.1.7 Nonresponse Follow-up Study
The nonresponse follow-up study will be a qualitative study to provide information for improving recruitment procedures for the 2016–17 data collection. Random subsamples of 20 schools that agreed to participate in the 2015–16 data collection, 60 schools that declined to participate, and 100 that did not respond to the survey request will be selected. To minimize burden and produce timely results, interviewing will end when a quota of interviews have been completed within each subsample. The quotas for those schools that agreed to participate, those that declined, and those that never responded will be 10. 20, and 30, respectively. A qualitative analysis will be conducted based on the results for these interviews, and recommendation for improving the recruitment process will be made.
B.2 Procedures for the Collection of Information
The data collection methods for the EDSCLS national benchmark survey require contacting sampled schools and their districts for their support. Once a school agrees to participate in the national study, the school will be asked to designate a school coordinator to assist in the materials distribution and data collection at the school. The EDSCLS team will also work with school coordinators to help maintain response rates for the survey.
Major steps of the EDSCLS national study data collection include: drawing the school sample; contacting school principals and district superintendents; mailing data collection materials to school coordinators; and managing and monitoring data collection with school coordinators.
B.2.1 Drawing the Sample
The sample of schools will be drawn and recruitment for the national study will begin in April 2016. The schools in the sample will be researched by EDSCLS staff prior to the recruitment effort, to ensure that accurate mailing and contact information is recorded. Recruitment will be conducted using different communication methods, consisting of up to four rounds of mail packages, four rounds of phone contact attempts, and up to four rounds of email or fax follow ups.
The official recruitment effort will begin with an advance letter being sent to special-handling districts4 and to all schools in the sample. This letter will explain the scope of the survey, and will inform the recipient that an application for research (to districts) or a formal invitation to participate (to schools) will arrive within the week.
The random subsamples for the nonresponse follow-up study will be drawn from the sample in the 2015–16 data collection, based on the dispositions codes from the recruitment that took place earlier in the 2015-2016 school year.
B.2.2 Recruitment Mailing to Principals or Superintendents
A recruitment package will be sent to all sampled schools within the week of sending the advance letter. This package will contain a message from NCES Acting Commissioner Peggy Carr, EDSCLS flyer, FAQ document, summary of duties to be executed by the site coordinator, school information form to be filled out by the coordinator, and a pre-labeled return envelope. Contact information for both ED and AIR will be listed in the recruitment materials, and a devoted AIR email address and phone line will be provided for any queries or comments that may arise. Staffing levels will ensure that at least one team member is available at all times during planned hours of operation (9am to 5pm, Eastern Time) to answer email and phone inquiries.
Additionally, a message from NCES Acting Commissioner Peggy Carr will be sent to the superintendent of each district that has at least one school in the EDSCLS sample. The letter will inform the superintendent of the scope and intent of the survey.
The survey recruitment materials include a number of personalized features that are recommended for a better response rate (Dillman, 2011), including exact titles and names for the survey packages. Also, in the second mailing of the recruitment package to the schools, a hand-written Post-It note will be included on the invitation letter, thanking the principal for their consideration. Copies of all the recruitment materials to schools and districts are included in Appendix A.
B.2.3 Recruitment Emails
Within a week of sending the recruitment package via mail, an identical package will be assembled and sent via email to the principal of each school. If an email address is unavailable, the documents will be faxed to the school.
B.2.4 Follow-up Calls
Approximately two weeks after sending the email message, we will initiate phone calls to confirm that schools have received the recruitment package, and to ask if they are willing to participate in the national study. A phone script will be utilized, with prompts and cues to follow depending on the school representative with whom the EDSCLS staff member is speaking. Multiple attempts to contact the school will be made during each round of calls.
B.2.5 Protocol for Additional Follow-Up Efforts
Assuming a 70% participation rate, follow-up recruitment efforts will focus on a primary batch of 714 or so schools. All 1,000 schools will receive the initial recruitment package, after which time, initial email, phone call, and all subsequent rounds of contact efforts will be limited to the prioritized batch of 714 schools. If by the end of September, the team does not expect to recruit a minimum of 500 schools from the primary batch of 714, follow-up recruitment efforts with the remaining 286 schools will recommence. Data will be collected in all schools that agree to participate.
Three rounds of mailers, emails, and calls have been planned for the follow-up school recruitment. The initial round of contact will commence in May of 2016, before the culmination of the academic year. After this first round, a pause will be observed, during which time, recruitment efforts will shift to the any additional special handling districts that are identified (see B 2.10). The second round of recruitment efforts will commence in September of 2016. The third round will take place in early November, before the Thanksgiving holiday. If we become concerned about the response rate, we may opt to use FedEx envelopes for the last mail packages, to ensure they are hand-delivered to a point of contact at each school. Phone contacts will always start two weeks after the mail packages are sent out. The third round of phone calls will be pushed to early December, after the thanksgiving holiday.
B.2.6 Refusal Conversion for Schools That Will Not Participate
If at any time during data collection a school expresses strong concerns about confidentiality, these calls will be directed to the AIR Project Director (and possibly NCES) for formal assurance. All mailed refusal conversion materials will include the project’s toll-free number as well as the number for the Project Director. AIR will delegate a staff member who is best-equipped to pursue soft refusal conversions.
B.2.7 Tracking of School and District Responses
All contact and mailing information, communication efforts, participation acceptances and declines, and scheduled survey administration timeframes will be tracked in a Microsoft Access database. This database will contain a number of search and filter options, to more easily track recruitment efforts and responses from schools and districts. All communication attempts will be time-stamped.
Recruitment efforts for special districts will also be maintained in the Microsoft Access database, cataloguing such items as the name of the district, response and follow-up status, anticipated decision date, any relevant notes, as well as contact information for the particular district.
Similarly, recruitment efforts for the nonresponse follow-up study will be maintained in a Microsoft Access database. Each record will contain the school name, person contacted, name of the interviewer, time of the call, and any relevant notes.
B.2.8 Data Collection and Monitoring
After a survey coordinator is appointed for a school, the EDSCLS team will request information about the number of eligible grades in the school and a list of classes (grade 5 and above) to assist the sampling of students and teachers in schools that choose administering the EDSCLS surveys to a sample rather than a universe of respondents. An incentive iPad tablet computer will then be delivered to the school to assist in the data collection. The EDSCLS team will work with school coordinators to direct respondents to the self-administered web survey. Usernames will be disseminated through the school coordinator to respondents, and instructions will be provided to the coordinator on how data collection can be managed at the school level, including appointing and training proctors to manage administration of the surveys to students. The EDSCLS team will work with the coordinator to ensure satisfactory response rates are achieved.
Data collection for the nonresponse follow-up study will be done using computer assisted telephone interviewing (CATI). A maximum of 7 calls will be made to each of the sampled schools. The disposition of each call will be tracked in a Microsoft Access database.
B.2.9 In-Person Follow-Up Efforts
If contact attempts with schools prove to be difficult, a series of in-person school visits will be initiated at the end of the second recruitment cycle in September of 2016. While it is cost-prohibitive to conduct a series of nationwide in-person school visits, AIR will recruit colleagues to visit a number of sampled schools within a fifty mile radius of their respective offices. These in-person attempts will help shed light on why so many schools were unresponsive to mail, email, and phone call contact attempts, which will help inform our third cycle of contact attempts.
B.2.10 Special Handling District Recruitment Efforts
A number of schools drawn in the 2017 EDSCLS Benchmark sample will belong to school districts that require additional application processes or materials to be sent to the district for consideration. Before we can solicit the participation of these particular schools, each district will have to approve an EDSCLS research request. These special handling districts require completion of a research application before they will allow schools under their jurisdiction to participate in a study. Based on an initial assessment, we estimate that 78 special handling districts will be in the sample.
Districts will be identified as ‘special handling districts’ based on what is found in online sources. The application process for each individual district will be obtained either through direct contact via phone or e-mail or through the district website. Most districts require that the following documents be provided in the research request packet:
Study proposal with a timeline of the study
Study Abstract and/or Executive Summary
IRB approval (EDSCLS is exempt from seeking IRB approval)
Consent form
Project Director’s resume
Copy of any communications that would be sent to participants
Copy of questionnaires
Some districts require a processing fee (approximately $50-$200) before the research proposal can be evaluated.
District application packages will be prepared according to their specific requirements in April 2016. Before submitting the application, an introductory letter will be sent to each district, explaining the scope of the survey, and indicating that a formal application is forthcoming. If a phone number is available for the district review committee, we will also call to inform them of the application submission.
Special handling district recruitment will continue through the summer of 2016.Within two weeks of having submitted an application, follow-up contact with each district will commence, to confirm the receipt of our application packet, as well as an intended date by which their review board will have made a decision on our application. A round of emails will be sent to the point of contact at each district. If emails are not returned within a week, a follow-up phone call will be placed.
Follow-up efforts with nonresponding districts will continue every two weeks, until contact has been established with each one. Upon confirming an intended decision date, further contact with the district will be halted, unless prompted to submit further documentation, clarify a particular point in the application, et cetera. If the intended decision date passes without word from the point of contact at the district, follow-up efforts will re-commence, until a new decision date can be noted in our records.
Throughout the recruitment process, previously unknown special handling districts may be brought to our attention, as sample schools notify us of district approval processes. When this is the case, an application will be prepared for the new special handling district, which will be catalogued in our tracking document.
Upon receipt of a decision from a district, the tracking document will be updated to reflect the change. For districts that approved our research, the AIR team will begin contacting their respective schools, and will include the letter of approval from the district in school recruitment materials.
B.3 Methods to Maximize Response Rates
NCES is committed to obtaining a high response rate in this survey. The EDSCLS data collection design incorporates a number of features to maximize response rates.
Response status tracking. A key to achieving a high response rate is the tracking of the response status of each sampled school, with telephone follow-ups of those schools that do not respond promptly to the invitation. The survey responses will be monitored in the data collection tool. The EDSCLS platform will be able to generate real-time statistics on the response status of each school and respondent groups in each school, which will allow the team to take tailored actions to achieve high response rates.
Engaging school interest and cooperation. The content of recruitment letters and frequently asked questions (FAQs) are focused on communicating the legitimacy and importance of the national study. During the pilot test and other early stages of the development of the survey platform, schools showed great interest in the EDSCLS. We also plan to provide each participating school a tablet to help with data collection. A tablet will enable schools to see how the instruments will display on different mobile devices and to allow survey participation during school meetings or events to help encourage participation. More importantly, for noninstructional staff or other staff who don’t regularly use computers for their work, a tablet will provide easy access to online surveys. We have received feedback from some districts in the pilot test that tablets were great incentives to obtain their principals’ buy-in to the pilot data collection.
School survey coordinator. The school survey coordinator is the key to achieving maximum response rates. The EDSCLS team has successful experience in working with school survey coordinators in the pilot test and earlier related studies. The team will follow similar procedures as in the pilot test to identify and work with the school survey coordinators in the national data collection.
Nonresponse follow-up study. Calls will be made at different times of the school day to increase the likelihood of reaching the designated respondent. Messages will be left at each call that will include the purpose of the call, a telephone number, name of the interviewer, and a request to return the call. Once the quota of completed interviews is reached for each group, no more calls will be made to the remaining schools in that group.
B.4 Tests of Procedures
In the summer of 2014, one-on-one cognitive interviews were conducted on the new and revised items with 78 individual participants including students, parents, teachers, principals, and noninstructional staff from the District of Columbia, Texas, and California. In addition to cognitive interviews, usability testing of the survey platform was performed with 32 individual participants including students, parents, teachers, principals, and noninstructional staff from the District of Columbia, Maryland, and Virginia. Changes to both the survey items and survey platform were made based on these interviews and testing.
The pilot test of the EDSCLS took place from March to May of 2015. A convenience sample covering 50 public schools that varied by region, locale racial composition, enrollment size, and percentage of student enrollment eligible for free or reduced-price lunches participated in the pilot test. All survey questionnaires were administrated online through the EDSCLS platform, and pilot test results were used to refine the EDSCLS survey items and to determine which items to drop. Additionally, the following procedures have been used and tested in the pilot test of EDSCLS and will be used in the benchmarking study:
Recruitment. The pilot test sample included schools that varied in characteristics expected to be related to response propensity and level of technology infrastructure including region, locale, racial composition, enrollment size, and percentage of student enrollment eligible for free or reduced-price lunches. This allowed us to determine which kinds of schools might have the most challenges in administering EDSCLS and the nature of those challenges. This resulted in our plan to start the sampling and recruiting early for the benchmarking study to allow enough preparation time for a variety of schools to participate. Getting ahead of the original planned schedule will also avoid overlapping of the survey window with the state testing windows, reducing the strains on the resources the schools require to conduct successful data collections. During the 2015–16 data collection, the recruitment was not able to begin until the end of October, which proved to be too late in the school schedule to recruit successfully. For the 2016–17 data collection, we have begun recruitment in April 2016. Letters will be followed up with phone calls and emails to make sure schools have received the materials and their questions are answered. Where possible (e.g., schools in proximity of AIR offices), we will send field staff to follow up with contacted schools.
Mailing data collection materials. Once the school, district, or state express an interest, AIR will request and record the contact information of survey administrators at each site and provide information packages and training to the district/school coordinators through a variety of media, including print materials, telephone conference calls, and virtual meetings in order to ensure fidelity of survey administration. Similar procedures will be followed for the benchmark study.
Incentive delivery. Participating schools were offered a tablet or netbook computer as a way to incentivize participation and assist in the implementation of the survey. EDSCLS support staff put PDF copies of the user manual on the desktop of each device, and set the internet browser home page to the EDSCLS Safe Supportive Schools website before shipping the devices to their intended recipients. A similar procedure will be followed for the benchmark study.
Regular follow-up and support to data collection at each site. EDSCLS support staff were assembled to share the load of the administrative and technical assistance responsibilities during the platform installation, survey administration, and data collection process at all participating sites5. Support staff monitored the [email protected] email inbox, as well as the toll-free hotline, both of which were identified in school contact materials. Support included trouble-shooting the administration functions of the platform, following up with school coordinators regarding their data collection efforts and ongoing experiences, and providing instructions on how to read the survey status reports. Daily summaries of assistance provided were circulated via email amongst all staff members so that common problems and standard solutions could be identified. Although the assistance needed in the benchmark study will largely be different from the assistance needed in the pilot test because the data collection is managed by NCES/AIR instead of local education agencies, similar procedures will be followed to ensure timely communication between the team and the schools participating in the benchmark study.
Record keeping. In addition to daily summary reports shared among support staff, detailed records of documented issues were recorded in an excel spreadsheet log. The nature of the issue, the assistance provided, whether or not the issue was resolved, and the staff member providing the assistance were all recorded. A detailed weekly summary was created and disseminated among the entire team, covering everything that was addressed throughout the week. Although the problems in the benchmark study may be different from those in the pilot test, similar procedures will be followed to help timely identification of common issues and effective solutions.
B.5 Individuals Responsible for Study Design and Performance
Several key staff are responsible for the study design and performance. From NCES they include: Isaiah O'Rear, Marilyn Seastrom, and Chris Chapman, and from AIR: Yan Wang, Cong Ye, Avi, Singh, Sandy Eyster, and Clyde Tucker.
C. Justification Tables
In
the justification tables below, for each item, the Source column
indicates from which survey or group the item originated (see source
key below). The Item Source Type column indicates whether the
original item was part of the given survey’s validated scale
(item from validated scale) or not part of a scale (other extant
item), in each case the item’s wording in that survey is
provided under Wording in Source Survey, or whether it was a new item
drafted by the EDSCLS advisory groups (new item). EDSCLS wording is
the version of the item used in the pilot test and in the final
EDSCLS instruments. Because the goal of the pilot test was to remove
poor performing items, no wording changes were made after the pilot
test to any of the items selected for the final EDSCLS. For each
EDSCLS instrument, below the table providing the items selected for
the final EDSCLS, another table lists the items that were dropped
after the pilot test.
As indicated in section A.1 of Part A, after the pilot test, one new item was added to the final EDSCLS. This item was requested by OSHS in June 2015 because school communities nationwide have identified sexual violence and/or teen dating violence as an issue that students and schools are increasingly facing, and EDSCLS can help obtain the needed data on the prevalence of sexual and teen dating violence. As reflected in tables below, “The following types of problems occur at this school often: sexual assault or dating violence” was added to the two staff surveys (Isafpsaf143, Nsafpsaf147).
Source Key
Source Code |
Survey/Group Name |
1993 Safety and Discipline |
School Safety and Discipline Survey of the National Household Education Surveys Program, 1993 (NCES) |
AddHealth |
National Longitudinal Study of Adolescent Health, 1993 (Carolina Population Center) |
Alaska |
Alaska School Climate and Connectedness Survey, 2013 |
Brown |
Comfort Expressing Voice Scale; Student Power Subscale, 1999 (Randall Brown, University of California) |
CEEA |
Culture of Excellence and Ethics Assessment Survey, 2009–13 (Institute for Excellence & Ethics) |
Chicago Consortium |
Survey of Chicago Public Schools, 2012 (The Consortium on Chicago School Research) |
CTC-Youth |
Communities That Care Youth Survey, 2006 (Substance Abuse and Mental Health Services Administration) |
ECLS-K |
Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (NCES) |
ELS:02 |
Education Longitudinal Study of 2002 (NCES) |
HSLS:09 |
High School Longitudinal Study of 2009 (NCES) |
OSHS |
Office of Safe and Healthy Students |
S3: AZ |
Safe and Supportive Schools Grantee Survey: Arizona, 2011 (OSHS) |
S3: IA |
Safe and Supportive Schools Grantee Survey: Iowa, 2011 (OSHS) |
S3: LA |
Safe and Supportive Schools Grantee Survey: Louisiana, 2011 (OSHS) |
S3: MD |
Safe and Supportive Schools Grantee Survey: Maryland, 2011-12 (OSHS) |
S3: MI |
Safe and Supportive Schools Grantee Survey: Michigan, 2012 (OSHS) |
S3: SC |
Safe and Supportive Schools Grantee Survey: South Carolina, 2011 (OSHS) |
S3: TN |
Safe and Supportive Schools Grantee Survey: Tennessee, 2011-12 (OSHS) |
S3: WV |
Safe and Supportive Schools Grantee Survey: West Virginia, 2011 (OSHS) |
SASS |
School and Staffing Survey |
SCS |
School Crime Supplement to the National Crime Victimization Survey, 2011 (Bureau of Justice Statistics) |
SSOCS |
School Survey on Crime and Safety, 2009–10 (NCES) |
TRP |
EDSCLS Technical Review Panel |
C.1 Student EDSCLS Item Justification Table
Item ID |
Source |
Item Source Type |
Wording in Source Survey |
EDSCLS Wording |
Justification for Inclusion in EDSCLS |
Sengclc1 |
S3: MD |
Item from validated scale |
All students are treated the same, regardless of whether their parents are rich or poor.
Strongly Agree, Agree, Disagree, Strongly Disagree |
All students are treated the same, regardless of whether their parents are rich or poor.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot and performed well. |
Sengclc2 |
S3: MD |
Item from validated scale |
Boys
and girls are treated equally well. |
Boys
and girls are treated equally well. |
Item was tested in the pilot and performed well. |
Sengclc3 |
S3: MD |
Item from validated scale |
The
school provides instructional materials that reflect my culture,
ethnicity, and identity. |
This
school provides instructional materials (e.g., textbooks,
handouts) that reflect my cultural background, ethnicity, and
identity. |
Item was tested in the pilot and performed well. |
Sengclc4 |
S3: LA |
Other extant item |
Adults
at this school treat all students with respect. |
Adults
working at this school treat all students respectfully.
|
Item was tested in the pilot and performed well. |
Sengclc7 |
S3: LA |
Other extant item |
There
is a lot of tension in this school between people of different
cultures, races, or ethnicities. |
People
of different cultural backgrounds, races, or ethnicities get
along well at this school. |
Item was tested in the pilot and performed well. |
Sengrel9 |
S3: AZ |
Item from validated scale |
Teachers
understand my problems. |
Teachers
understand my problems. |
Item was tested in the pilot and performed well. |
Sengrel11 |
S3: AZ |
Item from validated scale |
Teachers
are available when I need to talk with them. |
Teachers
are available when I need to talk with them. |
Item was tested in the pilot and performed well. |
Sengrel12 |
S3: AZ |
Item from validated scale |
It
is easy to talk with teachers. |
It
is easy to talk with teachers at this school. |
Item was tested in the pilot and performed well. |
Sengrel14 |
S3: AZ |
Item from validated scale |
My
teachers care about me. |
My
teachers care about me. |
Item was tested in the pilot and performed well. |
Sengrel153 |
OSHS |
New item |
N/A
|
At
this school, there is a teacher or some other adult who students
can go to if they need help because of sexual assault or dating
violence. |
Item was tested in the pilot and performed well. |
Sengrel17 |
S3: AZ |
Item from validated scale |
My
teachers make me feel good about myself. |
My
teachers make me feel good about myself. |
Item was tested in the pilot and performed well. |
Sengrel20 |
S3: MD |
Item from validated scale |
Students
respect one another. |
Students
respect one another. |
Item was tested in the pilot and performed well. |
Sengrel21 |
S3: MD |
Item from validated scale |
Students
like one another. |
Students
like one another. |
Item was tested in the pilot and performed well. |
Sengrel29 |
Alaska |
Item from validated scale |
At
school, there is a teacher or some other adult who will miss me
when I’m absent. |
If
I am absent, there is a teacher or some other adult at school
that will notice my absence. |
Item was tested in the pilot and performed well. |
Sengpar44 |
S3: TN |
Item from validated scale |
I
regularly attend school-sponsored events, such as school dances,
sporting events, student performances, or other school
activities. |
I
regularly attend school-sponsored events, such as school dances,
sporting events, student performances, or other school
activities. |
Item was tested in the pilot and performed well. |
Sengpar45 |
S3: TN |
Item from validated scale |
I
regularly participate in extra-curricular activities offered
through my school, such as, school clubs or organizations,
musical groups, sports teams, student government, or any other
extra-curricular activities. |
I
regularly participate in extra-curricular activities offered
through this school, such as, school clubs or organizations,
musical groups, sports teams, student government, or any other
extra-curricular activities. |
Item was tested in the pilot and performed well. |
Sengpar46 |
S3: MI |
Other extant item |
In
my school, students have lots of chances to help decide things
like class activities and rules. |
At
this school, students have lots of chances to help decide things
like class activities and rules. |
Item was tested in the pilot and performed well. |
Sengpar47 |
S3: MI |
Other extant item |
There
are lots of chances for students in my school to get involved in
sports, clubs, and other school activities outside of class.
|
There
are lots of chances for students at this school to get involved
in sports, clubs, and other school activities outside of class.
|
Item was tested in the pilot and performed well. |
Sengpar48 |
S3: MI |
Other extant item |
I
have lots of chances to be part of class discussions or
activities. |
I
have lots of chances to be part of class discussions or
activities. |
Item was tested in the pilot and performed well. |
Ssafemo18 |
S3: MD |
Item from validated scale |
I
feel like I belong. |
I
feel like I belong. |
Item was tested in the pilot and performed well. |
Ssafemo49 |
S3: MD |
Other extant item |
Students
get along well with each other. |
Students
at this school get along well with each other. |
Item was tested in the pilot and performed well. |
Ssafemo52 |
S3: IA |
Other extant item |
In
my school, we talk about the importance of understanding our
feelings and the feelings of others. |
At
this school, students talk about the importance of understanding
their own feelings and the feelings of others. |
Item was tested in the pilot and performed well. |
Ssafemo53 |
S3: IA |
Other extant item |
In
my school, we work on listening to others so that we really
understand what they are trying to say. |
At
this school, students work on listening to others to understand
what they are trying to say. |
Item was tested in the pilot and performed well. |
Ssafemo54 |
S3: WV |
Other extant item |
I
am happy to be at this school. |
I
am happy to be at this school. |
Item was tested in the pilot and performed well. |
Ssafemo56 |
AddHealth |
Other extant item |
I
feel like I am part of this school. |
I
feel like I am part of this school. |
Item was tested in the pilot and performed well. |
Ssafemo57 |
AddHealth |
Other extant item |
I
feel socially accepted. |
I
feel socially accepted. |
Item was tested in the pilot and performed well. |
Ssafpsaf59 |
S3: MD |
Item from validated scale |
I
feel safe at this school. |
I
feel safe at this school. |
Item was tested in the pilot and performed well. |
Ssafpsaf60 |
S3: MD |
Item from validated scale |
I
feel safe going to and from this school. |
I
feel safe going to and from this school. |
Item was tested in the pilot and performed well. |
Ssafpsaf63 |
CFL |
Item from validated scale |
I
sometimes stay home because I don’t feel safe at school.
|
I
sometimes stay home because I don’t feel safe at this
school. |
Item was tested in the pilot and performed well. |
Ssafpsaf65 |
S3: TN |
Item from validated scale |
Students
at my school carry guns or knives to school. |
Students
at this school carry guns or knives to school. |
Item was tested in the pilot and performed well. |
Ssafpsaf67 |
S3: TN |
Item from validated scale |
Students
at this school threaten to hurt other students. |
Students
at this school threaten to hurt other students. |
Item was tested in the pilot and performed well. |
Ssafpsaf68 |
S3: TN |
Item from validated scale |
Students
at this school steal money, electronics, or other valuable things
while at school. |
Students
at this school steal money, electronics, or other valuable things
while at school. |
Item was tested in the pilot and performed well. |
Ssafpsaf69 |
S3: TN |
Item from validated scale |
Students
at this school damage or destroy other students' property.
|
Students
at this school damage or destroy other students' property.
|
Item was tested in the pilot and performed well. |
Ssafpsaf71 |
S3: TN |
Item from validated scale |
Students
at this school fight a lot. |
Students
at this school fight a lot. |
Item was tested in the pilot and performed well. |
Ssafbul74 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their race, culture,
or religion. |
Students
at this school are teased or picked on about their race or
ethnicity. |
Item was tested in the pilot and performed well. |
Ssafbul75 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their race, culture,
or religion. |
Students
at this school are teased or picked on about their cultural
background or religion. |
Item was tested in the pilot and performed well. |
Ssafbul76 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their disability.
|
Students
at this school are teased or picked on about their physical or
mental disability. |
Item was tested in the pilot and performed well. |
Ssafbul77b |
N/A |
N/A |
N/A
|
Students
at this school are teased or picked on about their real or
perceived sexual orientation. |
Item was tested in the pilot and performed well. |
Ssafbul73 |
CFL |
Item from validated scale |
Students
at this school are often bullied. |
Students
at this school are often bullied. |
Item was tested in the pilot and performed well. |
Ssafbul80 |
S3: MD |
Item from validated scale |
Students
at this school try to stop bullying. |
Students
at this school try to stop bullying. |
Item was tested in the pilot and performed well. |
Ssafbul83 |
TRP |
New item |
N/A
|
Students
often spread mean rumors or lies about others at this school on
the internet (i.e., Facebook™, email, and instant message).
|
Item was tested in the pilot and performed well. |
Ssafsub88 |
S3: TN |
Item from validated scale |
I
think that students use/try alcohol or drugs while at school or
school-sponsored events. |
Students
use/try alcohol or drugs while at school or school-sponsored
events. |
Item was tested in the pilot and performed well. |
Ssafsub91 |
S3: TN |
Item from validated scale |
I
think that it is easy for students to use/try alcohol or drugs at
school or school-sponsored events without getting caught.
|
It
is easy for students to use/try alcohol or drugs at school or
school-sponsored events without getting caught. |
Item was tested in the pilot and performed well. |
Ssafsub92 |
S3: LA |
Other extant item |
How
do you feel about someone your age doing the following? Smoking
one or more packs of cigarettes a day? |
Students
at this school think it is okay to smoke one or more packs of
cigarettes a day. |
Item was tested in the pilot and performed well. |
Ssafsub93 |
S3: LA |
Other extant item |
How
do you feel about someone your age doing the following? Having
one or two drinks of any alcoholic beverage nearly every day.
|
Students
at this school think it is okay to get drunk. |
Item was tested in the pilot and performed well. |
Ssafsub94 |
S3: LA |
Other extant item |
How
do you feel about someone your age doing the following? Trying
marijuana or hashish once or twice. |
Students
at this school think it is okay to try drugs. |
Item was tested in the pilot and performed well. |
Ssaferm97 |
TRP |
New item |
N/A
|
Students
know what to do if there is an emergency, natural disaster
(tornado, flood) or a dangerous situation (e.g. violent person on
campus) during the school day. |
Item was tested in the pilot and performed well. |
Ssaferm98 |
SCS |
Other extant item |
If
you hear about a threat to school or student safety, do you have
a way to report it to someone in authority without giving your
name? |
If
students hear about a threat to school or student safety, they
would report it to someone in authority. |
Item was tested in the pilot and performed well. |
Senvpenv100 |
S3: MD |
Other extant item |
The
bathrooms in this school are clean. |
The
bathrooms in this school are clean. |
Item was tested in the pilot and performed well. |
Senvpenv102 |
S3: MD |
Other extant item |
The
temperature in this school is comfortable all year round.
|
The
temperature in this school is comfortable all year round.
|
Item was tested in the pilot and performed well. |
Senvpenv105 |
S3: AZ |
Item from validated scale |
The
school grounds are kept clean. |
The
school grounds are kept clean. |
Item was tested in the pilot and performed well. |
Senvpenv106 |
S3: TN |
Item from validated scale |
I
think that students are proud of how this school looks on the
outside. |
I
think that students are proud of how this school looks on the
outside. |
Item was tested in the pilot and performed well. |
Senvpenv107 |
S3: SC |
Other extant item |
Broken
things at my school get fixed. |
Broken
things at this school get fixed quickly. |
Item was tested in the pilot and performed well. |
Senvins111 |
S3: TN |
Item from validated scale |
Most
of my teachers praise me when I work hard in school. |
My
teachers praise me when I work hard in school. |
Item was tested in the pilot and performed well. |
Senvins113 |
S3: TN |
Item from validated scale |
Most
of my teachers give me individual attention when I need it.
|
My
teachers give me individual attention when I need it. |
Item was tested in the pilot and performed well. |
Senvins114 |
CFL |
Item from validated scale |
My
teachers often connect what I am learning to life outside the
classroom. |
My
teachers often connect what I am learning to life outside the
classroom. |
Item was tested in the pilot and performed well. |
Senvins115 |
CTC-Youth |
Item from validated scale |
How
often do you feel that the schoolwork you are assigned is
meaningful and important? |
The
things I’m learning in school are important to me.
|
Item was tested in the pilot and performed well. |
Senvins121 |
Chicago Consortium |
Item from validated scale |
In
my [TARGET] class, my teacher: Expects me to do my best all the
time. |
My
teachers expect me to do my best all the time. |
Item was tested in the pilot and performed well. |
Senvmen130 |
CFL |
Item from validated scale |
My
teachers really care about me. |
My
teachers really care about me. |
Item was tested in the pilot and performed well. |
Senvmen132 |
CFL |
Item from validated scale |
This
school year, how often have you talked to a teacher about a
problem you were having in class. |
I
can talk to my teachers about problems I am having in class.
|
Item was tested in the pilot and performed well. |
Senvmen133 |
CFL |
Item from validated scale |
This
school year, how often have you talked to an adult at school
about something that was bothering you. |
I
can talk to a teacher or other adult at this school about
something that is bothering me. |
Item was tested in the pilot and performed well. |
Senvmen134 |
CFL |
Item from validated scale |
Most
students in my school stop and think before doing anything when
they get angry. |
Students
at this school stop and think before doing anything when they get
angry. |
Item was tested in the pilot and performed well. |
Senvmen137 |
CFL |
Item from validated scale |
Most
students in my school try to work out their disagreements with
other students by talking to them. |
Students
at this school try to work out their disagreements with other
students by talking to them. |
Item was tested in the pilot and performed well. |
Senvdis142 |
S3: AZ |
Item from validated scale |
My
teachers make it clear to me when I have misbehaved in class.
|
My
teachers make it clear to me when I have misbehaved in class.
|
Item was tested in the pilot and performed well. |
Senvdis143 |
S3: TN |
Item from validated scale |
Teachers
and other adults at this school reward students for positive
behavior. |
Adults
working at this school reward students for positive behavior.
|
Item was tested in the pilot and performed well. |
Senvdis146 |
S3: TN |
Item from validated scale |
Teachers
and other adults at this school help students develop strategies
to understand and control their feelings and actions. |
Adults
working at this school help students develop strategies to
understand and control their feelings and actions. |
Item was tested in the pilot and performed well. |
Senvdis147 |
S3: LA |
Other extant item |
This
school handles discipline problems fairly. |
School
rules are applied equally to all students. |
Item was tested in the pilot and performed well. |
Senvdis147c |
TRP |
New item |
N/A
|
Discipline
is fair. |
Item was tested in the pilot and performed well. |
Sdemo148 |
SASS |
Other extant item |
Are
you male or female? |
Are
you male or female? |
Item was tested in the pilot and performed well. |
Sdemo149 |
SASS |
Other extant item |
Are
you of Hispanic or Latino origin? |
Are
you of Hispanic or Latino origin? |
Item was tested in the pilot and performed well. |
Sdemo150 |
SASS |
Other extant item |
What
is your race? (please check all that apply). |
What
is your race? |
Item was tested in the pilot and performed well. |
Sdemo151 |
TRP |
New item |
N/A
|
What
grade are you currently in at this school? |
Item was tested in the pilot and performed well. |
Sdemo151b |
TRP |
New item |
N/A
|
Which
of the following grade groupings best describes the grade that
you are currently in? |
Item was tested in the pilot and performed well. |
C.1.1 Student EDSCLS Dropped Item Table
Item ID |
Item Wording |
Sengclc5 |
There are examples of different racial, ethnic, or cultural backgrounds in the class lessons at this school. |
Sengclc6 |
Adults working at this school have disrespected students because of their race, ethnicity, or cultural background. |
Sengclc8 |
Students from different cultural backgrounds get along well at this school. |
Sengrel10 |
Adults working at this school seem to take a real interest in my future. |
Sengrel13 |
Students get along well with teachers. |
Sengrel15 |
At this school, there is a teacher or some other adult who notices when I am not there. |
Sengrel16 |
Teachers at this school help us children with our problems. |
Sengrel19 |
Students help one another. |
Sengrel22 |
Students trust one another. |
Sengrel26 |
When there are events at this school, lots of families come. |
Sengpar43 |
At this school, the principal asks students what their ideas are. |
Ssafemo50 |
Students at this school can tell their teachers if they feel confused about something in class. |
Ssafemo51 |
Students at this school are sensitive to the feelings of other students. |
Ssafemo55 |
I feel close to people at this school. |
Ssafemo58 |
I feel loved and wanted. |
Ssafpsaf61 |
I worry about crime and violence at this school. |
Ssafpsaf62 |
Students at this school are often threatened. |
Ssafpsaf66 |
Students at this school belong to gangs. |
Ssafpsaf70 |
Students at this school damage or destroy school property. |
Ssafbul72 |
Students at this school are often teased or picked on. |
Ssafbul77 |
Students at this school are teased or picked on about their real or perceived sexual behavior. |
Ssafbul81 |
Students at this school say mean things to other students when they think the other students deserve it. |
Ssafbul78 |
Adults working at this school make it clear to students that bullying is not tolerated. |
Ssafbul79 |
Students tell adults working at this school when other students are being bullied. |
Ssafbul82 |
Students at this school are often cyber bullied (e.g., receiving a threatening or hurtful message from another student in an email, on a website, on a cell phone, or in instant messaging). |
Ssafsub84 |
At this school, how much of a problem is student drug use? |
Ssafsub85b |
At this school, how much of a problem is student use of electronic cigarettes? |
Ssafsub85 |
At this school, how much of a problem is student use of tobacco (e.g., cigarettes, chew, cigars)? |
Ssafsub86 |
At this school, how much of a problem is student alcohol use? |
Ssafsub87 |
Students use/try tobacco products while at school or school-sponsored events. |
Ssafsub89 |
Students buy or sell drugs, alcohol, or tobacco products while at school or school-sponsored events. |
Ssafsub90 |
Students are sometimes distracted in class because they are drunk or high. |
Ssaferm96 |
This school has told students what to do if there is an emergency, natural disaster (tornado, flood) or a dangerous situation (e.g. violent person on campus) during the school day. |
Senvpenv99 |
The school buildings are pleasant and well maintained. |
Senvpenv101 |
This school is clean and well-maintained. |
Senvpenv103 |
This school looks nice and pleasant. |
Senvpenv104 |
Overcrowding is a problem at this school. |
Senvins108 |
Other students often disrupt class. |
Senvins109 |
I get distracted from doing schoolwork in my classes because other students are misbehaving, for example, talking or fighting. |
Senvins117 |
My teachers are willing to give extra help on schoolwork if I need it. |
Senvins119 |
I’m really learning a lot in my classes. |
Senvins122 |
The programs and resources at this school are adequate to support students with special needs or disabilities. |
Senvphea123 |
How often do you eat fruit at school? |
Senvphea124 |
How often do you eat vegetables at school? |
Senvphea125 |
How often do you eat breakfast on school days? |
Senvphea126 |
How often do you eat candy at school? |
Senvphea127 |
How often do you drink soda at school? |
Senvphea128 |
How often do you go to gym class or participate in other physical activity during the school day (e.g., running, playing sports)? |
Senvphea129 |
How often do you stay after school to participate in sports or other physical activity? |
Senvmen131 |
Adults working at this school are usually willing to make the time to give students extra help. |
Senvmen135 |
Students at this school give up when they can’t solve a problem easily. |
Senvmen136 |
Students at this school think it’s ok to fight if someone insults them. |
Senvdis138 |
Classroom rules are applied equally. |
Senvdis139 |
Problems at this school are solved by students and staff. |
Senvdis140 |
Students get in trouble if they do not follow school rules. |
Senvdis141 |
School rules are enforced consistently and fairly. |
Senvdis144 |
Adults working at this school encourage students to think about how their actions affect others. |
Senvdis145 |
Adults working at this school assign consequences that help students learn from their behavior. |
Senvdis147b |
School rules for behavior are strict. |
C.2 Instructional Staff EDSCLS Item Justification Table
Item ID |
Source |
Item Source Type |
Wording in Source Survey |
EDSCLS Wording |
Justification for Inclusion in EDSCLS |
Iengclc2 |
S3: MD |
Other extant item |
At this school, all students are treated equally, regardless of whether their parents are rich or poor.
Strongly Agree, Agree, Disagree, Strongly Disagree |
At this school, all students are treated equally, regardless of whether their parents are rich or poor.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot and performed well. |
Iengclc3 |
S3: MD |
Other extant item |
This
school encourages all students to enroll in challenging courses
regardless of their race, ethnicity, or nationality. |
This
school encourages students to take challenging classes no matter
their race, ethnicity, nationality, and/or cultural background
(e.g., honor level courses, gifted courses, AP or IB courses).
|
Item was tested in the pilot and performed well. |
Iengclc4 |
S3: MD |
Other extant item |
This
school provides instructional materials that reflect students'
culture, ethnicity and identity. |
This
school provides instructional materials (e.g., textbooks,
handouts) that reflect students’ cultural background,
ethnicity and identity. |
Item was tested in the pilot and performed well. |
Iengclc6 |
S3: MD |
Other extant item |
This
school emphasizes showing respect for all students’
cultural beliefs and practices. |
This
school emphasizes showing respect for all students’
cultural beliefs and practices. |
Item was tested in the pilot and performed well. |
Iengclc7 |
S3: WV |
Other extant item |
This
school provides effective supports for teaching culturally and
linguistically diverse students with IEPs. |
This
school provides effective resources and training for teaching
students with Individualized Education Programs (IEPs) across
different languages and cultures. |
Item was tested in the pilot and performed well. |
Iengclc8 |
S3: WV |
Other extant item |
This
school provides effective supports for students needing
alternative modes of communication (e.g., manual signs,
communication boards, computer-based devices, picture exchange
systems, Braille). |
This
school provides effective supports for students needing
alternative modes of communication (e.g., manual signs,
communication boards, computer-based devices, picture exchange
systems, Braille). |
Item was tested in the pilot and performed well. |
Iengrel9 |
CEEA |
Item from validated scale |
Faculty
and staff do a good job educating parents about ways to support
their children's learning at home. |
Staff
do a good job helping parents to support their children's
learning at home. |
Item was tested in the pilot and performed well. |
Iengrel10 |
CEEA |
Item from validated scale |
Faculty
and staff do a good job helping parents understand what social,
emotional, and character skills their child needs to learn.
|
Staff
do a good job helping parents understand when their child needs
to learn social, emotional, and character skills. |
Item was tested in the pilot and performed well. |
Iengrel12 |
CEEA |
Item from validated scale |
Faculty
and staff contact parents to let them know if their child has
done something well or is making improvement. |
If
a student has done something well or makes improvement, staff
contact his/her parents. |
Item was tested in the pilot and performed well. |
Iengrel14 |
CEEA |
Item from validated scale |
The
school asks parents to volunteer at the school. |
This
school asks families to volunteer at the school. |
Item was tested in the pilot and performed well. |
Iengrel15 |
CEEA |
Item from validated scale |
This
school provides consistent and timely communication to parents.
|
This
school communicates with parents in a timely and ongoing basis.
|
Item was tested in the pilot and performed well. |
Iengpar29 |
Alaska |
Item from validated scale |
I
am satisfied with my involvement with decision making at this
school. |
My
level of involvement in decision making at this school is fine
with me. |
Item was tested in the pilot and performed well. |
Iengpar31 |
Alaska |
Item from validated scale |
School
staff members have a lot of informal opportunities to influence
what happens here. |
Staff
at this school have many informal opportunities to influence what
happens within the school. |
Item was tested in the pilot and performed well. |
Iengpar32 |
Alaska |
Item from validated scale |
In
this school, students are given a chance to help make decisions.
|
At
this school, students are given the opportunity to take part in
decision making. |
Item was tested in the pilot and performed well. |
Iengpar36 |
CEEA |
Item from validated scale |
Building
administrators involve faculty and staff in decision-making.
|
Administrators
involve staff in decision-making. |
Item was tested in the pilot and performed well. |
Iengpar42 |
Brown |
Other extant item |
This
school provides students with opportunities to take a lead role
in organizing programs and activities. |
This
school provides students with opportunities to take a lead role
in organizing programs and activities. |
Item was tested in the pilot and performed well. |
Iengpar48 |
S3: IA |
Other extant item |
Students
are encouraged to get involved in extra-curricular activities.
|
Students
are encouraged to get involved in extra-curricular activities.
|
Item was tested in the pilot and performed well. |
Isafemo52 |
S3: MD |
Other extant item |
I
feel like I belong. |
I
feel like I belong. |
Item was tested in the pilot and performed well. |
Isafemo53 |
S3: MD |
Other extant item |
I
feel satisfied with the recognition I get for doing a good job.
|
I
feel satisfied with the recognition I get for doing a good job.
|
Item was tested in the pilot and performed well. |
Isafemo54 |
Chicago Consortium |
Item from validated scale |
It's
OK in this school to discuss feelings, worries, and frustrations
with the principal. |
I
feel comfortable discussing feelings, worries, and frustrations
with my supervisor. |
Item was tested in the pilot and performed well. |
Isafemo55 |
S3: MD |
Other extant item |
This
school inspires me to do the very best at my job. |
This
school inspires me to do the very best at my job. |
Item was tested in the pilot and performed well. |
Isafemo56 |
S3: MD |
Other extant item |
People
at this school care about me as a person. |
People
at this school care about me as a person. |
Item was tested in the pilot and performed well. |
Isafemo58 |
S3: MD |
Other extant item |
I
can manage almost any student behavior problem. |
I
can manage almost any student behavior problem. |
Item was tested in the pilot and performed well. |
Isafpsaf59 |
S3: MD |
Item from validated scale |
I
feel safe at this school. |
I
feel safe at this school. |
Item was tested in the pilot and performed well. |
Isafpsaf60 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often: physical
conflicts among students. |
The
following types of problems occur at this school often: physical
conflicts among students. |
Item was tested in the pilot and performed well. |
Isafpsaf61 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often: robbery
or theft. |
The
following types of problems occur at this school often: robbery
or theft. |
Item was tested in the pilot and performed well. |
Isafpsaf62 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often:
Vandalism. |
The
following types of problems occur at this school often:
vandalism. |
Item was tested in the pilot and performed well. |
Isafpsaf64 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often: Student
possession of weapons. |
The
following types of problems occur at this school often: student
possession of weapons. |
Item was tested in the pilot and performed well. |
Isafpsaf143 |
OSHS |
New item |
N/A
|
The
following types of problems occur at this school often: sexual
assault or dating violence. |
Requested by OSHS after the pilot test. Justification: school communities nationwide have identified sexual violence and/or teen dating violence as an issue that students and schools are increasingly facing. If schools are going to address this issue, data should be available to provide them with a sense of prevalence to prevent escalation and to enable them to create supports and protective factors for improvement of the learning environment and student success. Preventing teen dating and gender-based violence is part of creating a safe and healthy learning environment. |
Isafpsaf66 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often: Physical
abuse of teachers. |
The
following types of problems occur at this school often: physical
abuse of teachers. |
Item was tested in the pilot and performed well. |
Isafpsaf67 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often: Student
verbal abuse of teachers. |
The
following types of problems occur at this school often: student
verbal abuse of teachers. |
Item was tested in the pilot and performed well. |
Isafbul68 |
S3: TN |
Item from validated scale |
I
think that bullying (e.g., physical, verbal, and/or social
bullying) is a frequent problem at this school. |
I
think that bullying is a frequent problem at this school.
|
Item was tested in the pilot and performed well. |
Isafbul69 |
S3: TN |
Item from validated scale |
I
think that cyberbullying is a frequent problem among students at
this school. |
I
think that cyberbullying is a frequent problem among students at
this school. |
Item was tested in the pilot and performed well. |
Isafbul71 |
S3: TN |
Item from validated scale |
Students
at this school would feel comfortable reporting a bullying
incident to a teacher or other adults. |
Students
at this school would feel comfortable reporting a bullying
incident to a teacher or other staff. |
Item was tested in the pilot and performed well. |
Isafbul73 |
S3: TN |
Item from validated scale |
Teachers
and other adults at this school always stop bullying when they
see it. |
Staff
at this school always stop bullying when they see it. |
Item was tested in the pilot and performed well. |
Isafbul79 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their race, culture,
or religion. |
Staff
at this school are teased or picked on about their race or
ethnicity. |
Item was tested in the pilot and performed well. |
Isafbul80 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their race, culture,
or religion. |
Staff
at this school are teased or picked on about their cultural
background or religion. |
Item was tested in the pilot and performed well. |
Isafbul81 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their disability.
|
Staff
at this school are teased or picked on about their physical or
mental disability. |
Item was tested in the pilot and performed well. |
Isafbul82 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their dating or sexual
history. |
Staff
at this school are teased or picked on about their sexuality.
|
Item was tested in the pilot and performed well. |
Isafsub83 |
S3: MD |
Other extant item |
Based
on your experience, how much of a problem at this school is
students' drug use (such as marijuana, LSD, cocaine, ecstasy)?
|
At
this school, how much of a problem is student drug use? |
Item was tested in the pilot and performed well. |
Isafsub84b |
TRP |
New item |
N/A
|
At
this school, how much of a problem is student use of electronic
cigarettes? |
Item was tested in the pilot and performed well. |
Isafsub84 |
S3: MD |
Other extant item |
Based
on your experience, how much of a problem at this school is
students' use of tobacco (cigarettes, chew, cigars)? |
At
this school, how much of a problem is student use of tobacco
(e.g., cigarettes, chew, cigars)? |
Item was tested in the pilot and performed well. |
Isafsub85 |
S3: MD |
Other extant item |
Based
on your experience, how much of a problem at this school is
students' alcohol use (such as beer, wine, liquor)? |
At
this school, how much of a problem is student alcohol use? |
Item was tested in the pilot and performed well. |
Isafsub86 |
S3: LA |
Other extant item |
This
school collaborates well with community organizations to help
address substance use or other problems among youth. |
This
school collaborates well with community organizations to help
address youth substance use problems. |
Item was tested in the pilot and performed well. |
Isafsub87 |
S3: LA |
Other extant item |
This
school has sufficient resources to address substance use
prevention needs. |
This
school has adequate resources to address substance use
prevention. |
Item was tested in the pilot and performed well. |
Isafsub88 |
S3: LA |
Other extant item |
This
school provides effective confidential support and referral
services for students needing help because of substance abuse,
violence, or other problems (e.g., a Student Assistance
Program). |
This
school provides effective confidential support and referral
services for students needing help because of substance abuse
(e.g., a Student Assistance Program). |
Item was tested in the pilot and performed well. |
Isafsub91 |
S3: MD |
Other extant item |
This
school has programs that address substance use among students.
|
This
school has programs that address substance use among students.
|
Item was tested in the pilot and performed well. |
Isaferm92 |
TRP |
New item |
N/A
|
I
know what to do if there is an emergency, natural disaster
(tornado, flood) or a dangerous situation (e.g., violent person
on campus) during the school day. |
Item was tested in the pilot and performed well. |
Isaferm93 |
SSOCS |
Other extant item |
Does
your school have a written plan that describes procedures to be
performed in the following crises? Shootings |
This
school has a written plan that describes procedures to be
performed in shootings. |
Item was tested in the pilot and performed well. |
Isaferm94 |
SSOCS |
Other extant item |
Does
your school have a written plan that describes procedures to be
performed in the following crises? Natural disasters (e.g.,
earthquakes or tornadoes) |
This
school has a written plan that clearly describes procedures to be
performed in natural disasters (e.g., earthquakes or tornadoes).
|
Item was tested in the pilot and performed well. |
Isaferm95 |
SSOCS |
Other extant item |
Did your school or school district provide any of the following for classroom teachers or aides? Training in safety procedures (e.g., how to handle emergencies)
Yes, No
|
This school or school district provides effective training in safety procedures to staff (e.g., lockdown training or fire drills).
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot and performed well. |
Ienvpenv97 |
S3: MD |
Other extant item |
This
school has a bright and pleasant appearance. |
This
school looks clean and pleasant. |
Item was tested in the pilot and performed well. |
Ienvpenv98 |
S3: MD |
Other extant item |
This
school is a supportive and inviting environment to work. |
This
school is an inviting work environment. |
Item was tested in the pilot and performed well. |
Ienvpenv100 |
ELS:02 |
Other extant item |
In
your school, how much is the learning of 10th graders hindered by
poor heating, cooling, and/or lighting systems? |
My
teaching is hindered by poor heating, cooling, and/or lighting
systems at this school. |
Item was tested in the pilot and performed well. |
Ienvpenv101 |
ELS:02 |
Other extant item |
In
your school, how much is the learning of 10th graders hindered by
lack of instructional space (e.g., classrooms)? |
My
teaching is hindered by a lack of instructional space (e.g.,
classrooms) at this school. |
Item was tested in the pilot and performed well. |
Ienvpenv102 |
ELS:02 |
Other extant item |
In
your school, how much is the learning of 10th graders hindered by
lack of text books and basic supplies? |
My
teaching is hindered by a lack of textbooks and basic supplies at
this school. |
Item was tested in the pilot and performed well. |
Ienvpenv103 |
ELS:02 |
Other extant item |
In
your school, how much is the learning of 10th graders hindered by
inadequate or outdated vocational-technical education equipment
or facilities? |
My
teaching is hindered by inadequate or outdated equipment or
facilities at this school. |
Item was tested in the pilot and performed well. |
Ienvins105 |
Chicago Consortium |
Item from validated scale |
How
many of the students in your class(es) come to class prepared
with the appropriate supplies and books? |
The
students in my class(es) come to class prepared with the
appropriate supplies and books. |
Item was tested in the pilot and performed well. |
Ienvins107 |
Chicago Consortium |
Item from validated scale |
Once
we start a new program, we follow up to make sure that it's
working. |
Once
we start a new program at this school, we follow up to make sure
that it's working. |
Item was tested in the pilot and performed well. |
Ienvins108 |
Chicago Consortium |
Item from validated scale |
We
have so many different programs in this school that I can't keep
track of them all. |
The
programs and resources at this school are adequate to support
students’ learning. |
Item was tested in the pilot and performed well. |
Ienvins110 |
Chicago Consortium |
Item from validated scale |
How
many teachers in this school feel responsible to help each other
do their best? |
Teachers
at this school feel responsible to help each other do their best.
|
Item was tested in the pilot and performed well. |
Ienvins115 |
Chicago Consortium |
Item from validated scale |
Teachers
in this school feel that it is a part of their job to prepare
students to succeed in college. |
Teachers
at this school feel that it is a part of their job to prepare
students to succeed in college. |
Item was tested in the pilot and performed well. |
Ienvins116 |
S3: TN |
Item from validated scale |
The
programs and resources at this school are adequate to support
students with special needs or disabilities. |
The
programs and resources at this school are adequate to support
students with special needs or disabilities. |
Item was tested in the pilot and performed well. |
Ienvphea119 |
S3: LA |
Other extant item |
This
school provides the materials, resources, and training needed to
support the implementation of your Wellness Policy. |
This
school provides the materials, resources, and training necessary
for me to support students’ physical health and nutrition.
|
Item was tested in the pilot and performed well. |
Ienvphea120 |
TRP |
New item |
N/A
|
This
school places a priority on making healthy food choices.
|
Item was tested in the pilot and performed well. |
Ienvphea121 |
TRP |
New item |
N/A
|
This
school places a priority on students’ health needs.
|
Item was tested in the pilot and performed well. |
Ienvphea122 |
TRP |
New item |
N/A
|
This
school places a priority on students’ physical activity.
|
Item was tested in the pilot and performed well. |
Ienvmen123 |
S3: LA |
Other extant item |
This
school provides quality counseling or other ways to help students
with social or emotional needs. |
This
school provides quality counseling or other services to help
students with social or emotional needs. |
Item was tested in the pilot and performed well. |
Ienvmen125 |
S3: LA |
Other extant item |
This
school provides the materials, resources, and training needed to
support the implementation of your Wellness Policy. |
This
school provides the materials, resources, and training necessary
for me to support students’ social or emotional needs.
|
Item was tested in the pilot and performed well. |
Ienvmen126 |
TRP |
New item |
N/A
|
This
school places a priority on addressing students’ mental
health needs. |
Item was tested in the pilot and performed well. |
Ienvmen128 |
TRP |
New item |
N/A
|
This
school places a priority on teaching students strategies to
manage their stress levels. |
Item was tested in the pilot and performed well. |
Ienvmen137 |
S3: LA |
Other extant item |
This
school emphasizes helping students with their social, emotional,
and behavioral problems. |
This
school places a priority on helping students with their social,
emotional, and behavioral problems. |
Item was tested in the pilot and performed well. |
Ienvdis129 |
S3: TN |
Item from validated scale |
Teachers
and other adults at this school are clearly informed about school
policies and procedures. |
Staff
at this school are clearly informed about school policies and
procedures. |
Item was tested in the pilot and performed well. |
Ienvdis130 |
S3: TN |
Item from validated scale |
Teachers
and other adults at this school reward students for positive
behavior. |
Staff
at this school recognize students for positive behavior.
|
Item was tested in the pilot and performed well. |
Ienvdis134 |
S3: LA |
Other extant item |
This
school handles discipline problems fairly. |
School
rules are applied equally to all students. |
Item was tested in the pilot and performed well. |
Ienvdis134c |
TRP |
New item |
N/A
|
Discipline
is fair. |
Item was tested in the pilot and performed well. |
Ienvdis135 |
S3: MD |
Other extant item |
This
school effectively handles student discipline and behavior
problems. |
This
school effectively handles student discipline and behavior
problems. |
Item was tested in the pilot and performed well. |
Ienvdis136 |
TRP |
New item |
N/A
|
Staff
at this school work together to ensure an orderly environment.
|
Item was tested in the pilot and performed well. |
Idemo138 |
SASS |
Other extant item |
Are
you male or female? |
Are
you male or female? |
Item was tested in the pilot and performed well. |
Idemo139 |
SASS |
Other extant item |
Are
you of Hispanic or Latino origin? |
Are
you of Hispanic or Latino origin? |
Item was tested in the pilot and performed well. |
Idemo140 |
SASS |
Other extant item |
What
is your race? (please check all that apply). |
What
is your race? |
Item was tested in the pilot and performed well. |
Idemo141 |
S3: TN |
Other extant item |
Is
your main assignment/responsibility at this school to provide
instruction or other support services to any of these types of
students - Special Education, English Language Learners, Gifted
and Talented Education students, and Migrant Education? |
Is
your main
assignment/responsibility
at this school to provide instruction or other support services
to any of these types of students - Special Education, English
Language Learners, Gifted and Talented Education students, or
Migrant Education? |
Item was tested in the pilot and performed well. |
Idemo142 |
S3: TN |
Other extant item |
How
many years have you been working at this school? |
How
many years have you been working at this school? |
Item was tested in the pilot and performed well. |
C.2.1 Instructional Staff EDSCLS Dropped Item Table
Item ID |
Item Wording |
Iengclc1 |
At this school, closing the racial/ethnic academic achievement gap is considered a high priority. |
Iengclc5 |
This school fosters an appreciation of student diversity and respect for each other. |
Iengrel11 |
When a student is having social, emotional, or character challenges, staff work with his/her parents. |
Iengrel13 |
Staff do a good job showing parents how to keep track of their child’s progress. |
Iengpar33 |
Students at this school are encouraged to help solve problems at this school. |
Iengpar35 |
Administrators consistently seek input from staff. |
Iengpar37 |
This school’s administration invites students to share their ideas about the school. |
Iengpar39 |
Staff at this school make it easy for students to suggest activities. |
Isafemo49 |
This school is an emotionally safe place for students. |
Isafemo50 |
Students get along well with each other. |
Isafemo51 |
This school is an emotionally safe place for staff. |
Isafemo57 |
I can effectively work with defiant or disruptive students. |
Isafpsaf63 |
The following types of problems occur at this school often: the sale of drugs on the way to or from school or on school grounds. |
Isafpsaf65 |
The following types of problems occur at this school often: student gang activities. |
Isafbul70 |
I think that racial/ethnic tension or discrimination among students is a frequent problem at this school. |
Isafbul72 |
Staff at this school communicate to students that bullying is unacceptable. |
Isafbul74 |
Staff at this school know what to say or do to intervene in a bullying situation. |
Isafbul75 |
This school provides bullying prevention. |
Isafsub89 |
At this school, first-time violations of alcohol or other drug policies are punished by at least an out-of-school suspension. |
Isafsub90 |
This school has programs, resources, and/or policies to prevent substance abuse. |
Ienvpenv96 |
This school campus provides a welcoming place for visitors. |
Ienvpenv99 |
Overcrowding is a problem at this school. |
Ienvins104 |
The students in my class(es) attend class regularly. |
Ienvins106 |
The students in my class(es) actively participate in class activities. |
Ienvins112 |
Teachers at this school feel responsible when students at this school fail. |
Ienvins114 |
The curriculum at this school is focused on helping students get ready for college. |
Ienvphea117 |
Staff at this school promote students’ physical health and nutrition. |
Ienvphea138 |
This school provides quality physical health and nutrition instruction. |
Ienvmen124 |
Staff at this school help students develop strategies to understand and control their feelings and behavior. |
Ienvmen127 |
This school places a priority on social and emotional development. |
Ienvdis131 |
Staff at this school encourage students to think about how their actions affect others. |
Ienvdis132 |
Staff at this school assign consequences that help students learn from their behavior. |
Ienvdis133 |
Staff at this school help students develop strategies to understand and control their feelings and actions. |
Ienvdis134b |
School rules for behavior are strict. |
C.3 Noninstructional Staff EDSCLS Item Justification Table
Item ID |
Source |
Item Source Type |
Wording in Source Survey |
EDSCLS Wording |
Justification for Inclusion in EDSCLS |
Nengclc2 |
S3: MD |
Other extant item |
At this school, all students are treated equally, regardless of whether their parents are rich or poor.
Strongly Agree, Agree, Disagree, Strongly Disagree |
At this school, all students are treated equally, regardless of whether their parents are rich or poor.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot and performed well. |
Nengclc3 |
S3: MD |
Other extant item |
This
school encourages all students to enroll in challenging courses
regardless of their race, ethnicity, or nationality. |
This
school encourages students to take challenging classes no matter
their race, ethnicity, nationality, and/or cultural background
(e.g., honor level courses, gifted courses, AP or IB courses).
|
Item was tested in the pilot and performed well. |
Nengclc4 |
S3: MD |
Other extant item |
This
school provides instructional materials that reflect students'
culture, ethnicity and identity. |
This
school provides instructional materials (e.g., textbooks or
handouts) that reflect students’ cultural background,
ethnicity and identity. |
Item was tested in the pilot and performed well. |
Nengclc6 |
S3: MD |
Other extant item |
This
school emphasizes showing respect for all students’
cultural beliefs and practices. |
This
school emphasizes showing respect for all students’
cultural beliefs and practices. |
Item was tested in the pilot and performed well. |
Nengclc7 |
S3: WV |
Other extant item |
This
school provides effective supports for teaching culturally and
linguistically diverse students with IEPs. |
This
school provides effective resources and training for teaching
students with Individualized Education Programs (IEPs) across
different languages and cultures. |
Item was tested in the pilot and performed well. |
Nengclc8 |
S3: WV |
Other extant item |
This
school provides effective supports for students needing
alternative modes of communication (e.g., manual signs,
communication boards, computer-based devices, picture exchange
systems, Braille). |
This
school provides effective supports for students needing
alternative modes of communication (e.g., manual signs,
communication boards, computer-based devices, picture exchange
systems, Braille). |
Item was tested in the pilot and performed well. |
NPengrel9 |
CEEA
|
Item from validated scale |
Most teachers I've had in this school…/I…give students individual attention and assistance when they need it.
Completely Disagree, Somewhat Disagree, Not Sure, Somewhat Agree, Completely Agree |
Staff at this school regularly give students individualized attention and help.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot and performed well. |
NPengrel10 |
CEEA |
Item from validated scale |
Most teachers I've had in this school…/I…help students learn how to manage their emotions.
Completely Disagree, Somewhat Disagree, Not Sure, Somewhat Agree, Completely Agree |
Staff at this school teach students strategies to manage emotions.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPengrel11 |
CEEA |
Item from validated scale |
Most teachers I've had in this school…/I…establish clear expectations for how students should treat each other.
Completely Disagree, Somewhat Disagree, Not Sure, Somewhat Agree, Completely Agree |
Staff at this school let students know how they should behave when dealing with each other.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPengrel12 |
CEEA |
Item from validated scale |
Most teachers I've had in this school…/I…teach students how to solve conflicts fairly and peacefully. |
Staff at this school teach positive conflict resolution strategies to students.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPengrel13 |
CEEA |
Item from validated scale |
Most teachers I've had in this school…/I…ask for student input when setting up rules.
Completely Disagree, Somewhat Disagree, Not Sure, Somewhat Agree, Completely Agree |
Staff at this school ask students for input when establishing rules.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPengrel14 |
CEEA |
Item from validated scale |
Most teachers I've had in this school…/I…help students understand and do what is right.
Completely Disagree, Somewhat Disagree, Not Sure, Somewhat Agree, Completely Agree |
Staff at this school help students see what is the right thing to do and help them understand it.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
Nengrel16 |
CEEA |
Item from validated scale |
This
school helps parents find services in the community to support
student needs. |
This
school helps parents find community supports for their students
who need them. |
Item was tested in the pilot and performed well. |
Nengrel17 |
CEEA |
Item from validated scale |
Faculty
and staff do a good job educating parents about ways to support
their children's learning at home. At this school faculty and
staff do a good job helping parents to support their children's
learning at home. |
Staff
at this school do a good job helping parents to support their
children’s learning at home. |
Item was tested in the pilot and performed well. |
Nengrel18 |
CEEA |
Item from validated scale |
Faculty
and staff do a good job helping parents understand what social,
emotional, and character skills their child needs to learn.
|
Staff
at this school do a good job helping parents understand when
their child needs to learn social and emotional skills.
|
Item was tested in the pilot and performed well. |
Nengrel24 |
S3: MD |
Other extant item |
The
staff get along well. |
At
this school the staff get along well. |
Item was tested in the pilot and performed well. |
Nengrel25 |
S3: MD |
Other extant item |
There
is a feeling of trust among the staff. |
At
this school there is a feeling of trust among the staff.
|
Item was tested in the pilot and performed well. |
Nengrel30 |
S3: MD |
Other extant item |
Students
get along well with adults. |
At
this school students get along well with the staff. |
Item was tested in the pilot and performed well. |
NPengpar31 |
CEEA |
Other extant item |
Most teachers I've had in this school…/I…involve students in various service projects or activities.
Completely Disagree, Somewhat Disagree, Not Sure, Somewhat Agree, Completely Agree |
Staff at this school give students opportunities to get involved in service projects or activities.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPengpar32 |
TRP |
New item |
N/A
N/A |
I ask students about their ideas.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
Nengpar34 |
CEEA |
Item from validated scale |
Building
administrators ask faculty and staff to be involved in making
decisions. |
Administrators
ask staff to be involved in making decisions. |
Item was tested in the pilot and performed well. |
Nengpar37 |
Alaska |
Item from validated scale |
School
staff members have a lot of informal opportunities to influence
what happens here. |
Staff
at this school have many informal opportunities to influence what
happens within the school. |
Item was tested in the pilot and performed well. |
Nengpar38 |
Alaska |
Item from validated scale |
In
this school, students are given a chance to help make decisions.
|
At
this school, students are given the opportunity to take part in
decision making. |
Item was tested in the pilot and performed well. |
Nengpar44 |
Brown |
Other extant item |
This
school provides students with opportunities to take a lead role
in organizing programs and activities. |
This
school provides students with opportunities to take a lead role
in organizing programs and activities. |
Item was tested in the pilot and performed well. |
Nengpar47 |
S3: IA |
Other extant item |
Students
are encouraged to get involved in extra-curricular activities.
|
Students
are encouraged to get involved in extra-curricular activities.
|
Item was tested in the pilot and performed well. |
Nsafemo51 |
S3: MD |
Other extant item |
I
feel like I belong. |
I
feel like I belong. |
Item was tested in the pilot and performed well. |
Nsafemo52 |
S3: MD |
Other extant item |
I
feel satisfied with the recognition I get for doing a good job.
|
I
feel satisfied with the recognition I get for doing a good job.
|
Item was tested in the pilot and performed well. |
Nsafemo53 |
Chicago Consortium |
Item from validated scale |
It's
OK in this school to discuss feelings, worries, and frustrations
with the principal. |
I
feel comfortable discussing feelings, worries, and frustrations
with my supervisor. |
Item was tested in the pilot and performed well. |
Nsafemo54 |
S3: MD |
Other extant item |
This
school inspires me to do the very best at my job. |
This
school inspires me to do the very best at my job. |
Item was tested in the pilot and performed well. |
Nsafemo55 |
S3: MD |
Other extant item |
People
at this school care about me as a person. |
People
at this school care about me as a person. |
Item was tested in the pilot and performed well. |
Nsafemo148 |
S3: MD |
Other extant item |
I
can manage almost any student behavior problem. |
I
can manage almost any student behavior problem. |
Item was tested in the pilot and performed well. |
Nsafpsaf56 |
S3: MD |
Item from validated scale |
I
feel safe at this school. |
I
feel safe at this school. |
Item was tested in the pilot and performed well. |
Nsafpsaf57 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often: Physical
conflicts among students. |
The
following types of problems occur at this school often: Physical
conflicts among students. |
Item was tested in the pilot and performed well. |
Nsafpsaf58 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often: Robbery
or theft. |
The
following types of problems occur at this school often: robbery
or theft. |
Item was tested in the pilot and performed well. |
Nsafpsaf59 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often:
Vandalism. |
The
following types of problems occur at this school often:
vandalism. |
Item was tested in the pilot and performed well. |
Nsafpsaf61 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often: Student
possession of weapons. |
The
following types of problems occur at this school often: student
possession of weapons. |
Item was tested in the pilot and performed well. |
Nsafpsaf147 |
OSHS |
New item |
N/A
|
The
following types of problems occur at this school often: sexual
assault or dating violence. |
Requested by OSHS after the pilot test. Justification: school communities nationwide have identified sexual violence and/or teen dating violence as an issue that students and schools are increasingly facing. If schools are going to address this issue, data should be available to provide them with a sense of prevalence to prevent escalation and to enable them to create supports and protective factors for improvement of the learning environment and student success. Preventing teen dating and gender-based violence is part of creating a safe and healthy learning environment. |
Nsafpsaf63 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often: Physical
abuse of teachers. |
The
following types of problems occur at this school often: physical
abuse of teachers. |
Item was tested in the pilot and performed well. |
Nsafpsaf64 |
HSLS: 09 |
Item from validated scale |
The
following types of problems occur at this school often: Student
verbal abuse of teachers. |
The
following types of problems occur at this school often: student
verbal abuse of teachers. |
Item was tested in the pilot and performed well. |
Nsafbul65 |
S3: TN |
Item from validated scale |
I
think that bullying (e.g., physical, verbal, and/or social
bullying) is a frequent problem at this school. |
I
think that bullying is a frequent problem at this school.
|
Item was tested in the pilot and performed well. |
Nsafbul66 |
S3: TN |
Item from validated scale |
I
think that cyberbullying is a frequent problem among students at
this school. |
I
think that cyberbullying is a frequent problem among students at
this school. |
Item was tested in the pilot and performed well. |
Nsafbul70 |
S3: TN |
Item from validated scale |
Teachers
and other adults at this school always stop bullying when they
see it. |
Staff
at this school always stop bullying when they see it. |
Item was tested in the pilot and performed well. |
Nsafbul76 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their race, culture,
or religion. |
Staff
at this school are teased or picked on about their race or
ethnicity. |
Item was tested in the pilot and performed well. |
Nsafbul77 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their race, culture,
or religion. |
Staff
at this school are teased or picked on about their cultural
background or religion. |
Item was tested in the pilot and performed well. |
Nsafbul78 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their disability.
|
Staff
at this school are teased or picked on about their physical or
mental disability. |
Item was tested in the pilot and performed well. |
Nsafbul79 |
S3: TN |
Other extant item |
Students
at my school are teased or picked on about their dating or sexual
history. |
Staff
at this school are teased or picked on about their sexuality.
|
Item was tested in the pilot and performed well. |
Nsafsub80 |
S3: MD |
Other extant item |
Based
on your experience, how much of a problem at this school is
students' drug use (such as marijuana, LSD, cocaine, ecstasy).
|
At
this school, how much of a problem is student drug use? |
Item was tested in the pilot and performed well. |
Nsafsub81b |
TRP |
New item |
N/A
|
At
this school, how much of a problem is student use of electronic
cigarettes? |
Item was tested in the pilot and performed well. |
Nsafsub81 |
S3: MD |
Other extant item |
Based
on your experience, how much of a problem at this school is
students' use of tobacco (cigarettes, chew, cigars). |
At
this school, how much of a problem is student use of tobacco
(e.g., cigarettes, chew, cigars)? |
Item was tested in the pilot and performed well. |
Nsafsub82 |
S3: MD |
Other extant item |
Based
on your experience, how much of a problem at this school is
students' alcohol use (such as beer, wine, liquor). |
At
this school, how much of a problem is student alcohol use? |
Item was tested in the pilot and performed well. |
Nsafsub83 |
S3: LA |
Other extant item |
This
school collaborates well with community organizations to help
address substance use or other problems among youth. |
This
school collaborates well with community organizations to help
address youth substance use problems. |
Item was tested in the pilot and performed well. |
Nsafsub84 |
S3: LA |
Other extant item |
This
school has sufficient resources to address substance use
prevention needs. |
This
school has adequate resources to address substance use
prevention. |
Item was tested in the pilot and performed well. |
Nsafsub85 |
S3: LA |
Other extant item |
This
school provides effective confidential support and referral
services for students needing help because of substance abuse,
violence, or other problems (e.g., a Student Assistance Program).
|
This
school provides effective confidential support and referral
services for students needing help because of substance abuse
(e.g., a Student Assistance Program). |
Item was tested in the pilot and performed well. |
Nsafsub87 |
S3: LA |
Other extant item |
This
school considers substance abuse prevention an important goal.
|
This
school has programs, resources, and/or policies to prevent
substance abuse. |
Item was tested in the pilot and performed well. |
Nsafsub88 |
S3: MD |
Other extant item |
This
school has programs that address substance use among students.
|
This
school has programs that address substance use among students.
|
Item was tested in the pilot and performed well. |
Nsaferm89 |
SSOCS |
Other extant item |
I
know what to do if there is an emergency, natural disaster
(tornado, flood) or a dangerous situation (e.g. violent person on
campus) during the school day. |
I
know what to do if there is an emergency, natural disaster
(tornado, flood) or a dangerous situation (e.g., violent person
on campus) during the school day. |
Item was tested in the pilot and performed well. |
Nsaferm90 |
SSOCS |
Other extant item |
This
school has a written plan that describes procedures to be
performed in shootings. |
This
school has a written plan that describes procedures to be
performed in shootings. |
Item was tested in the pilot and performed well. |
Nsaferm91 |
SSOCS |
Other extant item |
This
school has a written plan that describes procedures to be
performed in natural disasters (e.g., earthquakes or tornadoes).
|
This
school has a written plan that clearly describes procedures to be
performed in natural disasters (e.g., earthquakes or tornadoes).
|
Item was tested in the pilot and performed well. |
Nsaferm92 |
SSOCS |
Other extant item |
This
school or school district provides training in safety procedures
to staff (e.g., how to handle emergencies). |
This
school or school district provides effective training in safety
procedures to staff (e.g., lockdown training or fire drills).
|
Item was tested in the pilot and performed well. |
NPsaferm93 |
SSOCS |
Other extant item |
During the school year, was it a practice of your school to do the following? Provide an electronic notification system that automatically notifies parents in case of a school-wide emergency.
Yes, No |
This school notifies parents or guardians in case of a school-wide emergency.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPsaferm94 |
SSOCS |
Other extant item |
During the school year, was it a practice of your school to do the following? Provide a structured anonymous threat reporting system (e.g., online submission, telephone hotline, or written submission via drop box).
Yes, No |
This school provides a structured anonymous threat reporting system (e.g., online submission, telephone hotline, or written submission via drop box).
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPsaferm95 |
TRP |
New item |
N/A
N/A |
This school has communication plans with relevant agencies and services (e.g., local police and fire departments, or community organizations).
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
Nenvpenv97 |
ELS:02 |
Other extant item |
In
your school, how much is the learning of 10th graders hindered by
poor heating, cooling, and/or lighting systems? |
My
work is hindered by poor heating, cooling, and/or lighting
systems at this school. |
Item was tested in the pilot and performed well. |
Nenvpenv98 |
ELS:02 |
Other extant item |
In
your school, how much is the learning of 10th graders hindered by
lack of instructional space (e.g., classrooms)? |
My
work is hindered by insufficient workspace at this school.
|
Item was tested in the pilot and performed well. |
Nenvpenv99 |
ELS:02 |
Other extant item |
In
your school, how much is the learning of 10th graders hindered by
lack of text books and basic supplies? |
My
work is hindered by a lack of materials and basic supplies at
this school. |
Item was tested in the pilot and performed well. |
Nenvpenv100 |
ELS:02 |
Other extant item |
In
your school, how much is the learning of 10th graders hindered by
inadequate or outdated vocational-technical education equipment
or facilities? |
My
work is hindered by inadequate or outdated equipment or
facilities at this school. |
Item was tested in the pilot and performed well. |
Nenvpenv102 |
S3: MD |
Other extant item |
This
school has a bright and pleasant appearance. |
This
school looks clean and pleasant. |
Item was tested in the pilot and performed well. |
Nenvpenv103 |
S3: MD |
Other extant item |
This
school is a supportive and inviting environment to work.
|
This
school is an inviting work environment. |
Item was tested in the pilot and performed well. |
NPenvpenv105 |
ECLS-K |
Other extant item |
In general, how adequate are each of the following school facilities for meeting the needs of the children in your school? Classrooms.
Do not have, Never adequate, Often not adequate, Sometimes not adequate, Always adequate |
This school’s facilities are adequate for meeting the needs of the children at this school.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPenvpenv106 |
ECLS-K |
Other extant item |
How much of a problem are the following in the neighborhood where this school is located? Garbage, litter, or broken glass in the street or road, on the sidewalks, or in yards.
Big problem, Somewhat of a problem, No problem, Don't know |
The following are a problem in the neighborhood where this school is located: garbage, litter, or broken glass in the street or road, on the sidewalks, or in yards.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
Nenvins109 |
Chicago Consortium |
Item from validated scale |
How
many teachers in this school feel responsible to help each other
do their best. |
Staff
at this school feel responsible to help each other do their best.
|
Item was tested in the pilot and performed well. |
Nenvins110 |
Chicago Consortium |
Item from validated scale |
How
many teachers in this school feel responsible when students in
this school fail? |
Staff
at this school feel responsible when students at this school
fail. |
Item was tested in the pilot and performed well. |
Nenvins111 |
S3: TN |
Item from validated scale |
The
programs and resources at this school are adequate to support
students with special needs or disabilities. |
The
programs and resources at this school are adequate to support
students with special needs or disabilities. |
Item was tested in the pilot and performed well. |
Nenvins140 |
Chicago Consortium |
Item from validated scale |
Teachers
in this school feel that it is a part of their job to prepare
students to succeed in college. |
Staff
at this school feel that it is a part of their job to prepare
students to succeed in college. |
Item was tested in the pilot and performed well. |
Nenvins141 |
Chicago consortium |
Item from validated scale |
In
my [TARGET] class, my teacher: Expects me to do my best all the
time. |
Staff
at this school expect students to do their best all the time.
|
Item was tested in the pilot and performed well. |
NPenvins112 |
S3: WV |
Other extant item |
How much of a problem AT THIS SCHOOL is poor student attendance?
Insignificant problem, Mild problem, Moderate problem, Severe problem |
Poor student attendance is a problem at this school.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPenvins113 |
SSOCS |
Other extant item |
Which of the following does your school do to involve or help parents? Have a formal process to obtain parental input on policies related to school crime and discipline.
Yes, No |
This school has a formal process to obtain parental input on policies related to curriculum and instructional programs.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
Nenvphea115 |
S3: LA |
Other extant item |
This
school provides the materials, resources, and training needed to
support the implementation of your Wellness Policy. |
This
school provides the materials, resources, and training necessary
for me to support students’ physical health and nutrition.
|
Item was tested in the pilot and performed well. |
Nenvphea117 |
TRP |
New item |
N/A
|
This
school places a priority on making healthy food choices.
|
Item was tested in the pilot and performed well. |
Nenvphea118 |
TRP |
New item |
N/A
|
This
school places a priority on students’ health needs.
|
Item was tested in the pilot and performed well. |
Nenvphea119 |
TRP |
New item |
N/A
|
This
school places a priority on students’ physical activity.
|
Item was tested in the pilot and performed well. |
NPenvphea120 |
S3: WV |
Other extant item |
How much of a problem AT THIS SCHOOL is poor student nutrition?
Insignificant problem, Mild problem, Moderate problem, Severe problem |
Poor student nutrition is a problem at this school.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPenvphea121 |
S3: WV |
Other extant item |
How much of a problem AT THIS SCHOOL is lack of student physical activity?
Insignificant problem, Mild problem, Moderate problem, Severe problem |
Lack of student physical activity is a problem at this school.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
Nenvmen122 |
TRP |
New item |
N/A
|
This
school places a priority on addressing students’ mental
health needs. |
Item was tested in the pilot and performed well. |
Nenvmen125 |
TRP |
New item |
N/A
|
This
school places a priority on teaching students strategies to
manage their stress levels. |
Item was tested in the pilot and performed well. |
Nenvmen126 |
S3: LA |
Other extant item |
This
school provides the materials, resources, and training needed to
support the implementation of your Wellness Policy. |
This
school provides the materials, resources, and training necessary
for me to support students’ social or emotional needs.
|
Item was tested in the pilot and performed well. |
Nenvmen127 |
S3: LA |
Other extant item |
This
school provides quality counseling or other ways to help students
with social or emotional needs. |
This
school provides quality counseling or other services to help
students with social or emotional needs. |
Item was tested in the pilot and performed well. |
NPenvmen128 |
S3: LA |
Other extant item |
How much of a problem AT THIS SCHOOL is student depression or other mental health problems?
Insignificant problem, Mild problem, Moderate problem, Severe problem |
Student depression or other mental health problems are a problem at this school.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPenvmen129 |
S3: WV
|
Other extant item |
How much of a problem AT THIS SCHOOL is lack of student social-emotional skills?
Insignificant problem, Mild problem, Moderate problem, Severe problem |
Lack of student social-emotional skills is a problem at this school.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
Nenvdis130 |
S3: TN |
Item from validated scale |
Teachers
and other adults at this school are clearly informed about school
policies and procedures. |
Staff
at this school are clearly informed about school policies and
procedures. |
Item was tested in the pilot and performed well. |
Nenvdis131 |
S3: TN |
Item from validated scale |
Teachers
and other adults at this school reward students for positive
behavior. |
Staff
at this school recognize students for positive behavior.
|
Item was tested in the pilot and performed well. |
Nenvdis132 |
S3: TN |
Item from validated scale |
Teachers
and other adults at this school encourage students to think about
how their actions affect others. |
Staff
at this school encourage students to think about how their
actions affect others. |
Item was tested in the pilot and performed well. |
Nenvdis134 |
S3: LA |
Other extant item |
This
school handles discipline problems fairly. |
School
rules are applied equally to all students. |
Item was tested in the pilot and performed well. |
Nenvdis134c |
TRP |
New item |
N/A
|
Discipline
is fair. |
Item was tested in the pilot and performed well. |
Nenvdis135 |
S3: TN |
Item from validated scale |
Teachers
and other adults at this school help students develop strategies
to understand and control their feelings. |
Staff
at this school help students develop strategies to understand and
control their feelings and actions. |
Item was tested in the pilot and performed well. |
Nenvdis136 |
S3: MD |
Other extant item |
This
school effectively handles student discipline and behavior
problems. |
This
school effectively handles student discipline and behavior
problems. |
Item was tested in the pilot and performed well. |
Nenvdis137 |
TRP |
New item |
N/A
|
Staff
at this school work together to ensure an orderly environment.
|
Item was tested in the pilot and performed well. |
NPenvdis138 |
ECLS-K |
Other extant item |
Indicate how much you agree or disagree with the following statements about the school's climate in the early grades: Order and discipline are maintained satisfactorily in the building(s).
Strongly Disagree, Disagree, Neither Disagree Nor Agree, Agree, Strongly Agree |
Order and discipline are maintained satisfactorily at this school.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
NPenvdis139 |
SSOCS |
Other extant item |
Indicate how much you agree or disagree with the following statements about the school's climate in the early grades: Order and discipline are maintained satisfactorily in the building(s).
Strongly Disagree, Disagree, Neither Disagree Nor Agree, Agree, Strongly Agree |
This school has a formal process to obtain parental input on policies related to school crime and discipline.
Strongly Agree, Agree, Disagree, Strongly Disagree |
Item was tested in the pilot, but there were not enough principal responses to evaluate the item. |
Ndemo142 |
SASS |
Other extant item |
Are
you male or female? |
Are
you male or female? |
Item was tested in the pilot and performed well. |
Ndemo143 |
SASS |
Other extant item |
Are
you of Hispanic or Latino origin? |
Are
you of Hispanic or Latino origin? |
Item was tested in the pilot and performed well. |
Ndemo144 |
SASS |
Other extant item |
What
is your race? (please check all that apply). |
What
is your race? |
Item was tested in the pilot and performed well. |
Ndemo145 |
S3: TN |
Other extant item |
Is
your main assignment/responsibility at this school to provide
instruction or other support services to any of these types of
students - Special Education, English Language Learners, Gifted
and Talented Education students, and Migrant Education? |
Is
your main
assignment/responsibility
at this school to provide instruction or other support services
to any of these types of students - Special Education, English
Language Learners, Gifted and Talented Education students, and
Migrant Education? |
Item was tested in the pilot and performed well. |
Ndemo146 |
S3: TN |
Other extant item |
How
many years have you been working at this school? |
How
many years have you been working at this school? |
Item was tested in the pilot and performed well. |
C.3.1 Noninstructional Staff EDSCLS Dropped Item Table
Item ID |
Item Wording |
Nengclc1 |
At this school, closing the racial/ethnic academic achievement gap is considered a high priority. |
Nengclc5 |
This school fosters an appreciation of student diversity and respect for each other. |
Nengrel19 |
When a student is having social or emotional challenges, staff at this school work with the family. |
Nengrel21 |
Staff at this school do a good job showing families how to keep track of their child’s progress. |
Nengrel26 |
At this school staff are willing to help each other out. |
Nengrel27 |
At this school the staff respect each other. |
Nengrel29 |
At this school staff care about students. |
Nengpar33 |
Administrators ask staff for input on an ongoing basis. |
Nengpar35 |
My level of involvement in decision making at this school is fine with me. |
Nengpar39 |
Students at this school are encouraged to help solve problems at this school. |
Nengpar41 |
This school’s administration invites students to share their ideas about the school. |
Nengpar43 |
Staff at this school make it easy for students to suggest activities. |
Nsafemo48 |
This school is an emotionally safe place for students. |
Nsafemo49 |
Students get along well with each other. |
Nsafemo50 |
This school is an emotionally safe place for staff. |
Nsafemo147 |
I can effectively work with defiant or disruptive students. |
Nsafpsaf60 |
The following types of problems occur at this school often: the sale of drugs on the way to or from school or on school grounds. |
Nsafpsaf62 |
The following types of problems occur at this school often: student gang activities. |
Nsafbul67 |
I think that racial/ethnic tension or discrimination among students is a frequent problem at this school. |
Nsafbul68 |
Students at this school would feel comfortable reporting a bullying incident to staff. |
Nsafbul69 |
Staff at this school communicate to students that bullying is unacceptable. |
Nsafbul71 |
Staff at this school know what to say or do to intervene in a bullying situation. |
Nsafbul72 |
This school provides bullying prevention. |
Nsafsub86 |
At this school, first-time violations of alcohol or other drug policies are punished by at least an out-of-school suspension. |
Nenvpenv96 |
Overcrowding is a problem at this school. |
Nenvpenv101 |
This school campus provides a welcoming place for visitors. |
Nenvpenv104 |
My workspace at this school is comfortable. |
Nenvins107 |
Once we start a new program at this school, we follow up to make sure that it’s working. |
Nenvins108 |
We have so many different programs at this school that I can't keep track of them all. |
Nenvphea114 |
Staff at this school promote students’ physical health and nutrition. |
Nenvmen123 |
This school places a priority on social and emotional development. |
Nenvmen124 |
Staff at this school help students develop strategies to understand and control their feelings and behavior. |
Nenvdis133 |
Staff at this school assign consequences that help students learn from their behavior. |
Nenvdis134b |
School rules for behavior are strict. |
1 This criterion was used to oversample schools with relatively large percentage of American Indian/Alaska Native non-Hispanic students in the National Indian Education Study (NIES) (Grigg, Moran, & Kuang, 2010).
2 This abbreviation AM is used for American Indian/Alaska Native non-Hispanic students in the Common Core of Data (CCD).
3 Schools with highest grade lower than 5th grade are not part of the target school population because these schools do not have any eligible students.
4 These district require special process or application for conducting research at their schools. Their schools will need the district approval to participate in any study.
5 The technical support for the released platform is not part of the benchmark study. OSHS is currently exploring the options to provide support to schools, districts, and states that will be utilizing EDSCLS in the future.
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| Author | Pate, Austin |
| File Modified | 0000-00-00 |
| File Created | 2021-01-23 |
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