Change Memo v.7

U NITED STATES DEPARTMENT OF EDUCATION

National Center for Education Statistics

January 16, 2024

MEMORANDUM

To: Dr. Bev Pratt, OMB

From: Rebecca Bielamowicz and Ryan Iaconelli, NCES

Through: Carrie Clarady, NCES

Re: 2023-24 School Pulse Panel February 2024 Questionnaire Items Change Request (OMB# 1850-0975 v.7)

The School Pulse Panel is an ongoing study conducted by the National Center for Education Statistics (NCES), part of the Institute of Education Sciences (IES), within the United States Department of Education, to collect extensive data on current and emerging issues concerning students and staff in U.S. public primary, middle, high, and combined-grade schools. Specifically, the survey will ask school office staff about topics such as staffing, college and career readiness, school improvement plans, tutoring, summer programs, facilities, learning strategies and recovery, after-school programs, and world and dual language programs. The SPP has become one of the nation’s main sources of timely and reliable data on issues concerning the education environment, as reported by principals in U.S. public schools.

The SPP monthly data collection went through a 60-day public comment period, followed by a 30-day public comment period (OMB# 1850-0975 v.2) and was formally cleared on July 31, 2023. A change request (v.3) was cleared in July 2023 to make changes to the September and October instruments and August 2023-January 2024 communication materials. The purpose of this memo is to request approval for changes to the February 2024 SPP questionnaire. The items that were submitted as a part of the 30-day public comment period (v.6, approved January 2024) were undergoing cognitive testing at the time the package was out for public comment.

Changes to the February 2024 questionnaire that are being made in response to the cognitive testing are detailed below. Many of the changes were made to improve item clarity and include such actions as modifying response options based on recommendations from the cognitive testing. Other changes include the removal of some questions that were repetitive and the consolidation of questions to reduce cognitive burden and improve data quality (ex., the questions on state assessments). Cognitive testing results for the March and April 2024 questionnaires are forthcoming; a separate change request (v.8) for the March and April questionnaires will be submitted in February 2024.

The costs to the government have not changed as a result of this amendment, nor has the projected respondent burden. All changes to the materials that are part of this submission are detailed below with new additions and redactions shown in red. Changes to formatting (ex., bolding a word that was previously not bolded) are noted in green.

Changes to Appendix C3

Additions and Deletions to Appendix C3

School Pulse Modules by Month

Monthly Collection		Modules
2023	August	Staffing (Summer Hiring Cycle & Challenges)	Internet & Technology	Community Collaboration
	September	After-School Programs	Summer Programs
	October	Staffing (Current Vacancies & Challenges)	Tutoring
	November	School Improvement	Food Services & Supply Chains	Absenteeism
	December	Facilities	Learning Recovery (Planning Time + Parent Engagement)
2024	January	College and Career	World Language Programs	Principal Autonomy	Crime and Safety (Security Officers and Staff Training)
	February	Concerns	Social and Emotional Competencies Skills	State Assessment Perceptions
	March	Mental Health	Staffing (Upcoming Hiring Cycle)	Traumatic Brain Injuries
	April	Transportation	School Preparedness	Crime & Safety (Procedures)
	May	Tutoring (Repeat of October – reduced set of items)	Student Behavior
	June	Learning Recovery (Strategies)	Absenteeism	Learning Modes
Italicized modules are planned but subject to change; changes will appear in subsequent 30-day packages.
Counts and Suggestions for Future Items are also asked each month

February 2024 Instrument

ParCon24. To the best of your knowledge, what level of concern, if any, have parents/guardians expressed about their children’s experiences How many parents/guardians, if any, have expressed concerns about the following during the 2023-24 school year?

	I have not heard this concern expressed by parents/guardians at my school	Slightly concerned Only one or two parents/guardians have expressed this concern	Somewhat concerned Several parents/guardians have expressed this concern	Moderately concerned Many parents/guardians have expressed this concern	Extremely concerned
Meeting The school’s ability to meet their child’s academic needs for their children
Meeting The school’s ability to meet their child’s developmental needs or milestones (e.g., speech development, behavioral development)
Physical health and safety for their children in classrooms Threats or acts of violence by other students in the school
Bullying and/or cyberbullying
Social, emotional, and Their child’s mental health for their children
Safe and rReliable transportation to and from school
Their children’s engagement in the classroom
Their children’s engagement in, or tThe availability of, extra-curricular activities for their children
The availability of academic assistance and/or enrichment offerings outside of regular school hours (e.g., after-school programs, summer programs)
The school’s use of evidence-based learning recovery strategies (e.g., high-dosage tutoring) to support their children’s academic needs The availability of academic assistance offerings during regular school hours (e.g., tutoring, pull-out services)
Their children’s ability to access World or Dual Language programs
The school’s ability to support college and career readiness or pathways
The school’s ability to fill teacher and staff vacancies Issues related to staffing shortages (e.g., increased class sizes, disruptions or reductions in student services)
The availability of family workshops that provide techniques and guidance to support learning recovery
The availability/use of family engagement/outreach activities (e.g., home visits, communicating via text apps, etc.)
Quality of communication from the school
School curriculum

Confilter. Are you the principal, assistant/vice principal, or some other similar position, at your school?

• Yes, principal or similar position

• Yes, assistant/vice principal or similar position

• No, please specify: ______________________

AdmCon24. To the best of your knowledge, wWhat level of concern do YOU have about the following issues, if any, have school leaders expressed about their students and their own experiences during the 2023-24 school year? {Display if Confilter ≠ No}

	I have not heard this concern expressed by staff at my school No concern	Slightly concerned	Somewhat concerned	Moderately concerned	Extremely concerned
Getting sStudents to meeting academic standards
Getting sStudents to meeting developmental needs or milestones (e.g., speech development, behavioral development)
STUDENTS’ health and safety while in the classroom Threats or acts of violence by students in the school
Bullying and/or cyberbullying
STUDENTS’ social, emotional, and mental health The mental health of STUDENTS at your school
Safe and rReliable transportation to and from school for students
Student engagement in the classroom
Student engagement in, or The availability of, extra-curricular activities for students
The availability of academic assistance and/or enrichment offerings outside of regular school hours (e.g., after-school programs, summer programs)
The school’s use of evidence-based learning recovery strategies (e.g., high-dosage tutoring) to support their students’ academic needs The availability of academic assistance offerings during regular school hours (e.g., tutoring, pull-out services)
Students’ ability to access World or Dual Language programs
The school’s ability to support college and career readiness or pathways
The school’s ability to fill teacher and staff vacancies Issues related to staffing shortages (e.g., increased class sizes, having to do work outside their intended duties)
Their PERSONAL health and safety while in the classroom or offices
The mental health of TEACHERS or STAFF at your school
Their PERSONAL social, emotional, and YOUR own mental health
Use of sick and personal leave
The influence of outside individuals or groups outside of your school or district on classroom instruction and school curriculum

Concern24_altmore. We’d like to learn more about the concerns schools have heard from parents, students, or staff, or that you have had during the 2023-24 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.

StuCon24. To the best of your knowledge, what level of concern, if any, have students expressed about their experiences during the 2023-24 school year?

	I have not heard this concern expressed by students at my school	Slightly concerned	Somewhat concerned	Moderately concerned	Extremely concerned
Meeting academic standards
Meeting developmental needs or milestones (e.g., speech development, behavioral development)
Physical health and safety in classrooms
Social, emotional, and mental health
Safe and reliable transportation
Engaging in the classroom
Engaging in, or the availability of, extra-curricular activities
The availability of academic assistance and/or enrichment offerings outside of regular school hours (e.g., after-school programs, summer programs)
The school’s use of evidence-based learning recovery strategies (e.g., high-dosage tutoring) to support their academic needs
The availability of World or Dual Language programs
The school’s ability to support college and career readiness or pathways
The school’s ability to fill teacher and staff vacancies

StaCon24. To the best of your knowledge, what level of concern, if any, have staff expressed about their students and their own experiences during the 2023-24 school year?

	I have not heard this concern expressed by staff at my school	Slightly concerned	Somewhat concerned	Moderately concerned	Extremely concerned
Getting their students to meet academic standards
Getting their students to meet developmental needs or milestones (e.g., speech development, behavioral development)
Their STUDENTS’ health and safety while in the classroom
Their STUDENTS’ social, emotional, and mental health
Safe and reliable transportation for students
Student engagement in the classroom
Student engagement in, or availability of, extra-curricular activities
The availability of academic assistance and/or enrichment offerings outside of regular school hours (e.g., after-school programs, summer programs)
The school’s use of evidence-based learning recovery strategies (e.g., high-dosage tutoring) to support their students’ academic needs
Their students’ ability to access World or Dual Language programs
The school’s ability to support college and career readiness or pathways
The school’s ability to fill teacher and staff vacancies
Their PERSONAL health and safety while in the classroom or offices
Their PERSONAL social, emotional, and mental health
Use of sick and personal leave
The influence of outside individuals or groups on classroom instruction and school curriculum

SEC1. To what extent do you agree or disagree with the following statements related to the development of students’ social and emotional skills at your school:

During the 2023-24 school year…

	Strongly disagree	Somewhat Ddisagree	Neither agree nor disagree	Somewhat Aagree	Strongly agree	Don’t know
Teachers at my school conduct lessons that provide opportunities for students to practice social and emotional competencies
When opportunities arise for our students to learn/practice social and emotional competences, our teachers act on them
My school provides teachers with the necessary support/ and resources on how to integrate students’ social and emotional competencies skills into academic content instruction
Most Tteachers at my school integrate students’ social and emotional competencies concepts into their academic lesson plans
The teaching practices at my school make connections to my students’ lives
Most teachers at my school dedicate time for students to practice social and emotional skills
The culture at my school supports the development and cultivation of student’s social and emotional competencies skills in school
Parents/guardians of our students support the development and support of students’ social and emotional competencies skills in school
Groups outside of my school (e.g., local/state education agencies, elected officials) support the development and cultivation of students’ social and emotional competencies in school
My school’s staff use shared agreements/norms for how we will all interact with our students
Students feel comfortable talking to adults at the school about personal problems
We have provided professional learning/development around how to support students’ social and emotional competencies
We have provided professional learning/development around how to integrate the development and cultivation of students’ social and emotional competencies into academic curriculum
My school’s disciplinary practices promote students’ social and emotional competencies skills
We seek input from families about how to best meet their students’ social and emotional needs
At this school, community partnerships (e.g., businesses or community organizations, etc.) promote students’ social and emotional competencies
My school communicates our progress on goals around the development of students’ social and emotional competencies
My school communicates what data are collected on students’ social and emotional skills

SEC2. How does your school get input from families about how to best meet their students’ social and emotional needs? {Display if “We seek input from families…” = A or SA}

SEC3. What types of data does your school collect on students' social and emotional needs? {Display if “My school communicates what data… = A or SA}

SECfc_gate. Does your school use a formal curriculum designed to support the development of student’s social and emotional skills?

• Yes

• No

• Don’t know

SECfc1. To the best of your knowledge, approximately what percentage of teachers at your school have received professional development or training to implement this curriculum? {Display if SECfc_gate = Yes}

_______percent of teachers

• Don’t know

SECfc2. To the best of your knowledge, approximately what percentage of teachers at your school use the same language and practices described by this curriculum to support students’ social and emotional skills? {Display if SECfc1 > 0}

_______ percent of teachers

• Don’t know

SECfc3. To the best of your knowledge, approximately what percentage of non-teaching staff at your school have received professional development or training to implement this curriculum? {Display if SECfc_gate = Yes}

Non-teaching staff include positions like school administrators, lunch/recess monitors, bus drivers, etc.

_______ percent of non-teaching staff

• Don’t know

SECfc4. To the best of your knowledge, approximately what percentage of non-teaching staff at your school use the same language and practices described by this curriculum to support students’ social and emotional skills? {Display if SECf3 > 0}

Non-teaching staff include positions like school administrators, lunch/recess monitors, bus drivers, etc.

_______ percent of non-teaching staff

• Don’t know

SECfc5. How effective has your school’s social and emotional competencies curriculum been at improving student outcomes? {Display if SECfc_gate = Yes}

• Not at all effective

• Slightly effective

• Moderately effective

• Very effective

• Extremely effective

• Don’t know

SECfc6. What barriers, if any, has your school experienced in implementing its social and emotional skills curriculum? {Display if SECfc_gate = Yes}

• Curriculum is too burdensome for teachers to implement completely

• Time limitations

• Lack of teacher support for the curriculum

• Lack of materials and resources

• Lack of funding

• Lack of parental/guardian support for the curriculum

• Lack of district-level support for the curriculum

• Other, please specify: __________

• We have not experienced any barriers implementing our social and emotional competencies curriculum

• Don’t know

SECfc7. What barriers have prevented your school from implementing a formal curriculum designed to support the development of students’ social and emotional skills? {Display if SECfc_gate = No}

• Implementing a formal curriculum is not a priority for our school

• Restrictions on what can be included in our curriculum

• Time limitations

• Lack of teacher support for the curriculum

• Lack of materials and resources

• Lack of funding

• Lack of parental/guardian support for the curriculum

• Lack of district-level support for the curriculum

• Other, please specify: __________

• Don’t know

SA1. Indicate whether you agree or disagree with the following statements about your state standards in mathematics. To what extent do you agree or disagree with the following statements related to the main state-mandated mathematics test that your students will be given during the 2023-24 school year? {Display if SA_math = Yes}

	Strongly Ddisagree	Somewhat Ddisagree	Neither agree nor disagree	Somewhat Aagree	Strongly Aagree	Don’t Kknow
The mathematics standards exclude important concepts that students should learn
Students who master the mathematics standards will be prepared for college and the workforce
The mathematics standards are too difficult for my students to master
The mathematics standards limit educators’ ability to make their own decisions about how to best meet students’ needs
The mathematics standards support the alignment of curriculum from grade to grade
The mathematics standards provide educators a manageable number of topics to teach in a school year
Results from state-mandated mathematics tests will provide useful data to inform classroom instruction
I support use of the current statewide tests to measure student mastery of state mathematics standards
The work we will do to prepare our students for the state-mandated mathematics test will take time away from other more important classroom work
The mathematics standards are inappropriate for students with special learning needs (including ELL students and those with mild learning disabilities but excluding those with severe or profound disabilities) The state-mandated mathematics test will not accurately measure the ability of students with IEPs
The state-mandated mathematics test will not accurately measure the ability of English Learner (EL/ELL/ESL) students

SA2. How concerned are you about the following issues related to the main state-mandated mathematics test that your students will be given in 2023-24?

	Not a concern	Minor concern	Moderate concern	Major concern	DK
I will not have access to information about the content of the state-mandated mathematics test
The state-mandated mathematics test will not be aligned with state standards
The state-mandated mathematics test will be too difficult for many of our students
Students will not perform as well on the state-mandated mathematics test this year compared to previous years
The work we will do to prepare our students for the state-mandated mathematics test will take time away from other more important classroom work
My school will not have the technological capacity to administer the state-mandated mathematics test
The state-mandated mathematics test will not provide accurate scores for students with special learning needs
Results from state-mandated mathematics test will not provide useful data to inform classroom instruction

SA2. What impact, if any, do you think the COVID-19 pandemic and its lingering effects will have on your students’ performance on state-mandated mathematics testing this school year? {Display if SA_math = Yes}

• No negative impact

• Small negative impact

• Moderate negative impact

• Large negative impact

• Don’t know

SA3. Indicate whether you agree or disagree with the following statements about your state standards in English language arts (ELA) & literacy. To what extent do you agree or disagree with the following statements related to the main state-mandated ELA/literacy test that your students will be given during the 2023-24 school year? {Display if SA_ELA = Yes}

	Strongly Ddisagree	Somewhat Ddisagree	Neither Aagree nor disagree	Somewhat agree	Strongly Aagree	Don’t Kknow
The ELA/literacy standards exclude important concepts that students should learn
Students who master the ELA/literacy standards will be prepared for college and the workforce
The ELA/literacy standards are too difficult for my students to master
The ELA/literacy standards limit educators’ ability to make their own decisions about how to best meet students’ needs
The ELA/literacy standards support the alignment of curriculum from grade to grade
The ELA/literacy standards provide educators a manageable number of topics to teach in a school year
Results from state-mandated ELA/literacy tests will provide useful data to inform classroom instruction
I support the use of the state ELA/literacy standards in classroom instruction
I support use of the current statewide tests to measure student mastery of state ELA/literacy standards
The work we will do to prepare our students for the state-mandated ELA/literacy test will take time away from other more important classroom work
The ELA/literacy standards are inappropriate for students with special learning needs (including ELL students and those with mild learning disabilities but excluding those with severe or profound disabilities) The state-mandated ELA/literacy test will not accurately measure the ability of students with IEPs
The state-mandated ELA/literacy test will not accurately measure the ability of English Learner (EL/ELL/ESL) students

SA4. What impact, if any, do you think the COVID-19 pandemic and its lingering effects will have on your students’ performance on state-mandated ELA/literacy testing this school year? {Display if SA_ELA = Yes}

• No negative impact

• Small negative impact

• Moderate negative impact

• Large negative impact

• Don’t know

SA_more. We’d like to learn more about schools’ experiences with state assessments. In the space below, please share any other information you would like us to know on this topic. {Display if SA_math OR SA_ELA = Yes}

This item is optional.