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1、Sponsored by the Bill&Melinda Gates FoundationLearn Together Surveys2022 Technical Documentation and Survey ResultsSY DOAN,GEORGE ZUO,ELIZABETH D.STEINER,DAVID GRANTC O R P O R AT I O NFor more information on this publication,visit www.rand.org/t/RRA827-9.About RANDThe RAND Corporation is a research
2、 organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure,healthier and more prosperous.RAND is nonprofit,nonpartisan,and committed to the public interest.To learn more about RAND,visit www.rand.org.Research IntegrityOur mis
3、sion to help improve policy and decisionmaking through research and analysis is enabled through our core values of quality and objectivity and our unwavering commitment to the highest level of integrity and ethical behavior.To help ensure our research and analysis are rigorous,objective,and nonparti
4、san,we subject our research publications to a robust and exacting quality-assurance process;avoid both the appearance and reality of financial and other conflicts of interest through staff training,project screening,and a policy of mandatory disclosure;and pursue transparency in our research engagem
5、ents through our commitment to the open publication of our research findings and recommendations,disclosure of the source of funding of published research,and policies to ensure intellectual independence.For more information,visit www.rand.org/about/research-integrity.RANDs publications do not neces
6、sarily reflect the opinions of its research clients and sponsors.Published by the RAND Corporation,Santa Monica,Calif.2022 RAND Corporation is a registered trademark.Print and Electronic Distribution RightsThis work is licensed under a Creative Commons Attribution 4.0 International License.All users
7、 of the publication are permitted to copy and redistribute the material in any medium or format and transform and build upon the material,including for any purpose(including commercial)without further permission or fees being required.iii About This Report This report provides additional information
8、 about the sample,survey instrument,and resultant data for the 2022 Learn Together Surveys(LTS)that were administered to K12 principals and teachers in March 2022 via the RAND Corporations American Educator Panels(AEP).The LTS focus on several topics,including school programming(e.g.,academic learni
9、ng,social and emotional learning,career and postsecondary preparation,supports for students with disabilities),teacher training and support,and data-informed decisionmaking.Survey results are intended to inform policy and practice related to these topics.RAND Education and Labor This research was un
10、dertaken by RAND Education and Labor,a division of the RAND Corporation that conducts research on early childhood through postsecondary education programs,workforce development,and programs and policies affecting workers,entrepreneurship,and financial literacy and decisionmaking.This report is based
11、 on research funded by the Bill&Melinda Gates Foundation.The findings and conclusions contained within are those of the authors and do not necessarily reflect positions or policies of the Bill&Melinda Gates Foundation.For more information and research on these and other related topics,please visit g
12、atesfoundation.org.If you are interested in using AEP data for your own analysis or reading other AEP-related publications,please email aeprand.org or visit www.rand.org/aep.More information about RAND can be found at www.rand.org.Questions about this report or about the LTS should be directed to es
13、teinerrand.org,and questions about RAND Education and Labor should be directed to educationandlaborrand.org.Acknowledgments We are extremely grateful to the U.S.public school teachers and leaders who have agreed to participate in the panels.Their time and willingness to share their experiences are i
14、nvaluable for this effort and for helping us understand how to better support their hard work in schools.We thank Elaine Wang,Christopher Doss,and Ryan Balch for helpful feedback that greatly improved this report.We also thank Stephanie Lonsinger for her editorial expertise and Monette Velasco for o
15、verseeing the publication process for this report.We thank Alvin Nugroho for serving as the survey manager,Gerald Hunter for serving as the data manager for this survey,and Tim Colvin,Roberto Guevara,and Julie Newell for programming the survey.Thanks to Joshua Snoke for producing the sampling and we
16、ighting for iv these analyses.We also greatly appreciate the administrative support provided by Tina Petrossian and AEP management provided by David Grant.v Contents About This Report.iii Tables.vi Chapter 1.Introduction.1 The 2022 Learn Together Surveys.1 Chapter 2.Learn Together Surveys:Teacher Su
17、rvey Results.8 Teaching Assignment and Demographics.8 Supports for Struggling Students.14 Sources of Information and Support.15 Teaching Math.15 Serving Students with Disabilities.25 Postsecondary Transitions.26 Data for Decisionmaking.27 Social and Emotional Learning.28 School Environment.30 Percep
18、tions of Principals.32 Teacher Preparation and Supports.32 Teacher Well-Being.39 Chapter 3.Learn Together Surveys:Principal Survey Results.41 School Assignment.41 Student Voice.45 Sources of Information and Support.46 Teaching Math.47 Serving Students with Disabilities.52 Supporting Students Postsec
19、ondary Transitions.53 Data for Decisionmaking.57 Social and Emotional Learning.60 School Environment.63 Perceptions of Teachers and the Teacher Workforce.64 Supports for Principals.71 Abbreviations.77 References.78 vi Tables Table 1.1.LTS Teacher and Principal Survey Content Areas.3 Table 1.2.Weight
20、ed Descriptive Statistics for ATP Survey Respondents.4 Table 1.3.Weighted Descriptive Statistics for ASLP Survey Respondents.5 1 Chapter 1.Introduction The RAND Corporations American Educator Panels(AEP)consist of the American Teacher Panel(ATP)and American School Leader Panel(ASLP).These panels are
21、 nationally representative samples of K12 public school educators.The ATP includes more than 25,000 teachers,and the ASLP includes more than 7,500 school principals.Members of both groups respond to numerous online survey requests each year.The AEP began in 2014 and expanded significantly during the
22、 20162017 and 20172018 school years(Robbins and Grant,2020).Starting in 2013,RAND researchers have recruited AEP members using probabilistic sampling methods.The AEP samples are designed to be of sufficient size to facilitate national analyses and analyses of prevalent subgroups at the national leve
23、l(e.g.,elementary school teachers,high school mathematics teachers,teachers in city schools).Additionally,the ATP is designed to permit analyses of the following geographic areas:Alabama,Arkansas,California,Delaware,Florida,Georgia,Illinois,Kentucky,Louisiana,Maryland,Massachusetts,Mississippi,Nebra
24、ska,New Mexico,New York(New York State as a whole and New York City),North Carolina,Ohio,Oklahoma,Rhode Island,South Carolina,Tennessee,Texas,Virginia,West Virginia,Washington State,and Wisconsin.1 Teacher subgroups within these geographic areas can also be examined(although there is lower precision
25、 for smaller groups).The ASLP is designed to facilitate analysis only at the national level.Thus,the AEP sample is not designed to permit analyses within geographic areas not listed above or among uncommon subgroups.This report is an update to Learn Together Surveys:2021 Technical Documentation and
26、Survey Results(Young et al.,2021);Learn Together Surveys:2020 Technical Documentation and Survey Results(Young et al.,2020);and Learn Together Surveys:2019 Technical Documentation and Survey Results(Johnston et al.,2020).Therefore,this report includes recycled text from these earlier reports,such as
27、 the descriptions of the Learn Together Surveys(LTS)content,survey administration,and weighting.The 2022 Learn Together Surveys The LTS have been administered annually since 2019 to a nationally representative sample of ATP and ASLP members,asking questions on several topics,such as social and emoti
28、onal learning,support for struggling students,and teaching math.This report provides weighted responses for the 2022 LTS and information on the sampling and weighting of the surveys.1 State oversamples were funded by the Bill&Melinda Gates Foundation to track their investments in these states.2 In M
29、arch 2022,RAND researchers administered the fourth LTS to ATP and ASLP members.The 2022 LTS differs in two key ways from its predecessors.First,the 2022 sample includes K12 educators whereas previous administrations of the LTS sampled only educators in schools serving grade 6 or higher.Second,the 20
30、22 LTS greatly expands the number of items on teaching math.Survey Content and Administration The LTS questionnaires were developed by the Bill&Melinda Gates Foundation in collaboration with staff at RAND.RAND researchers provided feedback on question wording,format,and sequencing,with the foundatio
31、n maintaining final editorial control on the survey items.The survey was designed to generate representative data on teacher and principal perspectives regarding the topics listed in Table 1.1.Most items were developed by program staff at the foundation in collaboration with RAND staff or drawn from
32、 existing sources.Specific sources used to develop the 2022 LTS,by topic,include social and emotional learning(SEL)items:Bill&Melinda Gates Foundation,2020;Bridgeland,Bruce,and Hariharan,2013;Schwartz et al.,2020;and Steiner et al.,2020 students with disabilities(SWD)items:Dawson and Scott,2013,and
33、prior administrations of the LTS(Johnston et al.,2019;Young et al.,2020;and Young et al.,2021)educator and school demographic items:the Measurement,Learning,and Improvement Survey(Stelitano,Perera,and Johnston,2019)and the American Instructional Resources Survey(Doan et al.,2020)teaching math items:
34、the American Instructional Resources Survey(Doan et al.,2020;Steiner et al.,2020;and Enochs,Smith,and Huinker,2000)teacher and principal preparation and support items:Steiner et al.,2022,and Steiner and Woo,2021.The LTS teacher survey had an approximate administration time of 30 minutes.The LTS prin
35、cipal survey had an approximate administration time of 20 or 25 minutes,depending on the grade levels led:6th-through 8th-grade principals completed a 20-minute survey,whereas 9th-through 12th-grade principals completed a 25-minute survey(with two additional sections).See Table 1.1 for a summary of
36、the content areas that were included in each survey.3 Table 1.1.LTS Teacher and Principal Survey Content Areas Content Area Included in the ATP Survey Included in the ASLP Survey Teaching/principal background X X Student voice X Support for struggling students X Sources of information and support X
37、X Teaching math X X Serving SWD X X Supporting students transition to postsecondary education and future careersa X X Data for decisionmaking X X Perceptions of principals X Perceptions of teachers and the teacher workforce X SEL X X Teacher/principal preparation and supports X X Teacher/principal w
38、ell-being X X NOTE:RAND researchers administered the 2022 LTS to ATP members and ASLP members.a These questions were asked of teachers and principals who serve 9th-through 12th-grade students only.Survey Completion Results For the 2022 LTS,the ATP sample was designed to be nationally representative
39、of K12 teachers during the 20212022 school year,with oversamples of teachers in five states:California,Florida,New York,Texas,and Washington state.The response goal was 3,500 completed surveys overall,with 400 completed surveys from each of the five oversample states.The ASLP sample was designed to
40、be nationally representative of K12 school leaders during the 20212022 school year with no state oversamples of school leaders.The response goal was 1,500 completed surveys.The 2022 LTS yielded 3,608 responses out of 6,368 invitations for teachers with 103 screened-out,or ineligible,cases(58-percent
41、 completion rate)and 1,696 responses out of 4,978 invitations for school leaders with 77 screened-out cases(35-percent completion rate).There were at least 400 responses in each of the five oversample states from the ATP sample.Possible reasons for screen-outs include respondents no longer working a
42、s a K12 educator at time of survey invitation.No screen-ins were possible(e.g.,an ATP member working as a school leader at the time of the survey invitation completing the principal survey).Thus,some level of undercoverage might exist among educators who have switched positions since becoming AEP me
43、mbers.Tables 1.2 and 1.3 provide weighted descriptive statistics for LTS respondents.The weights,which are described in the next section,are intended to ensure that the sample reflects the national population of teachers and school leaders.4 Table 1.2.Weighted Descriptive Statistics for ATP Survey R
44、espondents Percentage Variable ATP Sample Unweighted ATP Sample Weighted National Population Years of experience 10 or more years 63.83 62.26,65.4 62.68 60.82,64.55 62.67 Less than 10 years 36.17 34.6,37.74 37.32 35.45,39.18 37.33 School level Elementary 47.42 45.79,49.05 48.61 46.69,50.54 48.64 Mid
45、dle 21.01 19.68,22.34 19.71 18.21,21.22 19.70 High 31.57 30.05,33.09 31.67 29.89,33.46 31.65 Percentage of students who receive a free or reduced-price lunch 0%50%51.44 49.81,53.07 51.68 49.76,53.6 51.64 51%100%48.56 46.93,50.19 48.32 46.4,50.24 48.36 Percentage of students of color in school 0%50%4
46、3.79 42.17,45.41 49.05 47.13,50.98 49.04 51%100%56.21 54.59,57.83 50.95 49.02,52.87 50.96 School enrollment size Large(450 students)72.87 71.41,74.32 70.4 68.6,72.19 70.39 Small(450 students)27.13 25.68,28.59 29.6 27.81,31.4 29.61 School Locale Suburban 40.24 38.64,41.84 38.55 36.69,40.41 38.56 Town
47、/rural 25.75 24.32,27.18 32.36 30.49,34.22 32.36 City 34.01 32.46,35.55 29.09 27.4,30.78 29.08 Gender Female 78.22 76.87,79.56 76.49 74.83,78.15 76.45 Male 21.78 20.44,23.13 23.51 21.85,25.17 23.55 Race Black 6.79 5.97,7.61 6.66 5.77,7.54 6.66 Hispanic 10.56 9.56,11.56 9.67 8.61,10.73 9.70 Other 5.4
48、9 4.74,6.23 4.49 3.72,5.26 4.49 White 77.16 75.79,78.53 79.18 77.7,80.66 79.14 NOTE:This table contains unweighted and survey-weighted estimates on key descriptive characteristics for the ATP sample of the 2022 LTS(n=3,606),as well as national population estimates for those same characteristics.Nine
49、ty-five percent confidence intervals are presented in brackets.National population estimates were drawn from the 20172018 National Teacher and Principal Survey(National Center for Education Statistics NCES,undated)and the 202021 NCES Common Core of Data(CCD)(NCES,2021).5 Table 1.3.Weighted Descripti
50、ve Statistics for ASLP Survey Respondents Percentage Variable ASLP Sample Unweighted ASLP Sample Weighted National Population Degree Bachelors degree or lower 73.51 71.41,75.61 63.88 61.36,66.4 63.78 Masters degree or higher 26.49 24.39,28.59 36.12 33.6,38.64 36.22 School level Elementary 56.22 53.8
51、6,58.59 58.95 56.55,61.35 58.97 Middle 21.77 19.8,23.74 18.29 16.52,20.05 18.26 High 22.01 20.03,23.98 22.77 20.67,24.86 22.78 Percentage of students who receive a free or reduced-price lunch 0%50%49.91 47.53,52.29 49.1 46.65,51.56 49.03 51%100%50.09 47.71,52.47 50.9 48.44,53.35 50.97 Percentage of
52、students of color in school 0%50%54.16 51.79,56.53 53.46 51.01,55.92 53.41 51%100%45.84 43.47,48.21 46.54 44.08,48.99 46.59 School size Large(450 students)48.32 45.94,50.7 48.78 46.32,51.24 48.72 Small(450 students)51.68 49.3,54.06 51.22 48.76,53.68 51.28 School locale Suburban 30.27 28.08,32.45 31.
53、7 29.39,34.01 31.69 Town/Rural 43.66 41.3,46.02 41.56 39.14,43.97 41.51 City 26.08 23.99,28.17 26.75 24.55,28.94 26.79 Gender Female 50.62 48.24,53 53.19 50.74,55.64 53.25 Male 49.38 47,51.76 46.81 44.36,49.26 46.75 Race Other 21.18 19.23,23.13 21.75 19.7,23.79 21.72 White 78.82 76.87,80.77 78.25 76
54、.21,80.3 78.28 NOTE:This table contains unweighted and survey-weighted estimates on key descriptive characteristics for the ASLP sample of the 2022 LTS(n=1,694),as well as national population estimates for those same characteristics.Ninety-five percent confidence intervals are presented in the brack
55、ets.National population estimates were drawn from the 20172018 National Teacher and Principal Survey(NCES,undated)and the 202021 NCES CCD(NCES,2021).Calibrated Weighting Each LTS respondent was assigned a weight to ensure that estimates based on the LTS sample reflect the national(or state)populatio
56、n of teachers and school leaders.This weight is calculated by first modeling response probabilities of teachers(or principals)across a wide variety of teacher(or principal)characteristics.The main weight is then calibrated so that the weighted sample matches the known national teacher or school lead
57、er population across these 6 characteristics.Characteristics that factor into this process include descriptors at the individual level(e.g.,gender,professional experience)and school level(e.g.,school size,grade level,locale,socioeconomic status)(Robbins and Grant,2020).To produce estimates that refl
58、ect the population of K12 teachers in the United States and reflect national estimates for principals,we created weights that are the product of three interim weights:Calibrated weight of the ATP/ASLP sampling frame(pfi).This is a calibration weight that assigns a weight for each ATP or ASLP member
59、based on individual-and school-level characteristics so that the sum of the weights along the calibration factors closely matches the national characteristics of the national population of teachers and principals based on the 20172018 National Teacher and Principal Survey and the 202021 CCD,both fro
60、m NCES.(See Robbins and Grant,2020,for more information.)Sample selection weight(psi).This is the inverse probability of selection into the 2022 LTS sample using the ATP and ASLP as the frame.These probabilities were selected in order to have 3,500 participants in the ATP and 1,500 in the ASLP.Surve
61、y response weight(pri).This is the inverse of the modeled probability of a teacher or principal completing the survey.The products of these weights were subsequently recalibrated and trimmed as necessary(Robbins and Grant,2020).2 We conducted recalibration to make sure that the weights were set up t
62、o recover the population estimates after the screening and for nonresponse weight adjustments.The sampling and weighting approach was designed to ensure a representative sample and limit the size of the design effect.The sampling frame weights were calculated to make the panel match the national pop
63、ulation of teachers and principals based on several school-level(e.g.,school size,grade level,locale,sociodemographics)and individual-level(e.g.,gender,education,experience)characteristics.The inverse of the selection probabilities(psi)was used as the sample selection weight.The response weights wer
64、e estimated by modeling the likelihood(pri)that a selected participant would respond to the survey,conditional on the school-and individual-level characteristics of teachers and principals(including the state in which they are working).For parsimony,we used a variable selection method to choose the
65、model that best fit the data.The main weight was estimated as the product of the sampling frame calibration weight(!),the sample selection weight(!#),and the response weight(!$):=!#!$.After multiple adjustments,this main weight might not sum to the total of the population characteristics,so it was c
66、alibrated again based on individual-and school-level characteristics to obtain the final weight.If some of these final weights were extreme within sampling states,a 2 We estimated the recalibration totals using the full ATP sampling frame,assuming that the full frame would provide an adequate approx
67、imation for K12 teachers included in the LTS-specific sample.7 trimming process(at the 95th percentile)was used to reduce the outliers,and the trimmed weights were reallocated for the population totals to remain the same after trimming.3 The remainder of this report provides tables of weighted frequ
68、ency distributions for each question asked of teachers and principals in the 2022 LTS.3 Replicate weights were not produced for the LTS data files;variance estimation using the provided single weight should suffice.We made this decision after calculating variance with and without replication,determi
69、ning that differences in the standard errors were negligible.If analysts of these data need to estimate variance using replication,syntax for an alternative variance estimation method(jackknife)is available upon request.8 Chapter 2.Learn Together Surveys:Teacher Survey Results Teaching Assignment an
70、d Demographics 1.This school year(20212022),what grade(s)do you teach?(n=3,606)Weighted Percentage Kindergarten 14 Grade 1 15 Grade 2 15 Grade 3 15 Grade 4 15 Grade 5 15 Grade 6 14 Grade 7 14 Grade 8 15 Grade 9 21 Grade 10 24 Grade 11 26 Grade 12 25 Ungraded(including special education students aged
71、 1822)1 Other 2 NOTE:Respondents were instructed to“select all that apply.”Percentages will not sum to 100 percent.2.This school year(20212022),in what subject is your main teaching assignment,that is,the subject matter in which you teach the most classes?(n=3,606)Weighted Percentage Elementary educ
72、ation 34 Special education 7 Arts and music 4 English and language arts 17 English as a second language(ESL)2 Foreign languages 2 Health education 1 Mathematics and computer science 11 Natural sciences 7 Social sciences 7 Career or technical education 3 Other 5 9 3.Please indicate any other subject(
73、s)you teach as part of your regular teaching assignment this school year(20212022).(n=3,606)Weighted Percentage N/AI do not teach other subjects.47 Special education 8 Arts and music 3 English and language arts 23 English as a second language(ESL)7 Foreign languages 1 Health education 4 Mathematics
74、and computer science 20 Natural sciences 14 Social sciences 18 Career or technical education 3 Other 8 NOTE:Respondents were instructed to“select all that apply.”Percentages will not sum to 100 percent.4.Are you teaching any mathematics courses this school year(20212022)?(n=2,336)Weighted Percentage
75、 No 27 Yes 73 NOTE:Respondents who indicated that their main teaching assignment was“mathematics and computer science,”“elementary education,”“special education,”“English as a second language,”or“other”or those who indicated that they taught“mathematics and computer science”or“other”as part of their
76、 regular teaching assignment were directed to respond to this item.5.Which of the following most closely reflects how instruction has been provided to your students since the beginning of the school year(20212022)?(n=3,605)Weighted Percentage Fully remote instruction,where a large majority or all of
77、 your students receive some combination of virtual synchronous and asynchronous classes each school day 1 Hybrid model,where a large majority or all of your students receive some in-person instruction and some remote instruction(synchronous or asynchronous)4 Fully in-person instruction each school d
78、ay for a large majority or all of your students 95 6.Including the current school year(20212022),for how many years have you served as a teacher across your entire career?Please round to the nearest whole number,and do not include student teaching.(n=3,605)Weighted Percentage 05 years 5 610 years 22
79、 10 Weighted Percentage 1115 years 22 1620 years 21 21+years 30 7.With which of the following do you identify?(n=3,605)Weighted Percentage American Indian or Alaska Native 1 Asian 2 Black or African American 8 Hispanic,Latino,or Spanish origin 8 Native Hawaiian or other Pacific Islander 0 White 81 P
80、refer not to state 3 Prefer to self-describe 1 NOTE:Respondents were instructed to“select all that apply.”Percentages will not sum to 100 percent.8.Which of the following do you identify as?(n=3,605)Weighted Percentage Male 23 Female 76 Non-binary 0 Prefer to self-describe 0 Prefer not to say 1 9.Wh
81、at is the highest degree you have earned?(n=3,605)Weighted Percentage Associates degree 0 Bachelors degree(B.A.,B.S.,etc.)29 Masters degree(M.A.,M.A.T.,M.B.A.,M.Ed.,M.S.,etc.)59 Educational specialist or professional diploma(at least one year beyond masters level)9 Doctorate or first professional de
82、gree(Ph.D.,Ed.D.,M.D.,L.L.B.,J.D.,D.D.S.)3 I do not have a degree 0 11 10.In what field was your undergraduate major(s)?(n=3,604)Weighted Percentage Area and/or ethnic studies 0 Arts(visual and performing)5 Communications and/or journalism 3 Computer science 1 Biology,biological sciences,and/or medi
83、cine 4 Business 4 Economics 1 Education 51 Engineering 1 English language and literature 12 Gender studies 0 History 6 International relations and/or diplomacy 0 Languages and linguistics 2 Mathematics 6 Natural sciences 3 Liberal arts 3 Philosophy 0 Physical education 2 Religion 0 Social sciences 7
84、 Technology 1 Other 11 NOTE:Respondents were instructed to“select all that apply.”Percentages will not sum to 100 percent.All respondents except for those who indicated that they“did not have a degree”were instructed to respond to this item.11.Which of the following best describes the teaching certi
85、ficate you currently hold in the state in which you currently teach?(n=3,605)Weighted Percentage Regular or standard state certificate or advanced professional certificate 98 Other type of certificate(e.g.,probationary,provisional,temporary,emergency/waiver)1 I do not hold any of the above certifica
86、tions in this state 0 NOTE:Percentages do not sum to 100 because of rounding.12 12.During the current school year(20212022),are you a special education teacher?(n=3,605)Weighted Percentage No 89 Yes 11 13.Are you National Board certified?(n=3,604)Weighted Percentage No 89 Yes 11 14.Are you certified
87、 to teach mathematics?(n=3,605)Weighted Percentage No 50 Yes 50 15.Did you have to pass a subject-specific licensure test in mathematics to be certified to teach mathematics?(n=1,748)Weighted Percentage No 53 Yes 47 NOTE:Respondents who indicated that they were certified to teach mathematics were in
88、structed to respond to this item.16.Are you teaching Algebra I this school year(20212022)?(n=1,733)Weighted Percentage No 90 Yes 10 NOTE:Respondents who indicated that they were certified to teach mathematics were instructed to respond to this item.17.In what field is your masters degree?(n=2,197)We
89、ighted Percentage Area and/or ethnic studies 0 Arts(visual and performing)2 Communications and/or journalism 0 Computer science 0 Biology,biological sciences,and/or medicine 1 Business 1 Economics 0 Education 67 13 Weighted Percentage Engineering 0 English language and literature 6 Gender studies 0
90、History 1 International relations and/or diplomacy 0 Languages and linguistics 1 Mathematics 3 Natural sciences 1 Liberal arts 1 Philosophy 0 Physical education 1 Religion 0 Social sciences 1 Technology 4 Other 22 NOTE:Respondents were instructed to“select all that apply.”Percentages will not sum to
91、 100 percent.Respondents who indicated that their highest degree earned was a“masters degree”were instructed to respond to this item.18.Approximately what percentage of the teachers in your school identify as people of color?(n=3,605)Weighted Percentage None 10 1%25%60 26%50%13 51%75%6 76%100%5 I do
92、nt know 6 19.Approximately what percentage of the teachers in your school share your racial or ethnic identity?(n=3,605)Weighted Percentage None 2 1%25%15 26%50%10 51%75%21 76%100%45 I dont know 7 14 20.How does your school principal identify?(n=3,605)Weighted Percentage American Indian or Alaska Na
93、tive 0 Asian 1 Black or African American 13 Hispanic/Latinx 8 Native Hawaiian or other Pacific Islander 0 White 73 I dont know 6 NOTE:Respondents were instructed to“select all that apply.”Percentages will not sum to 100 percent.21.Approximately what percentage of your schools leadership team(other t
94、han the principal)are people of color?School leadership team members include assistant/vice principals,deans,and department heads/chairs.(n=3,605)Weighted Percentage None 37 1%25%34 26%50%10 51%75%5 76%100%8 I dont know 5 Supports for Struggling Students 22.What three sources have you used most ofte
95、n to identify struggling students this school year(20212022)?(n=3,557)Weighted Percentage Not in Top 3 1st Choice 2nd Choice 3rd Choice Required grade-level tests administered for accountability purposes 84 5 6 6 Tests or quizzes you created 79 8 7 7 Tests or quizzes that are provided in your curric
96、ulum materials 82 4 7 6 Classroom tasks,assignments,or projects you created 63 12 13 12 Classroom tasks,assignments,or projects that are provided in your curriculum materials 73 7 10 10 Students Individualized Education Programs(IEPs)75 11 7 7 Conversations with parents,guardians,or other family mem
97、bers 90 3 3 4 Conversations with students 76 6 8 10 Conversations with teachers or administrators 83 4 6 7 15 Weighted Percentage Not in Top 3 1st Choice 2nd Choice 3rd Choice Conversations with school staff who are not teachers or administrators(e.g.,counselors,School Resource Officers,or paraprofe
98、ssionals)92 2 3 3 Your observations of students 42 21 19 18 Diagnostic tests that measure students achievement growth(e.g.,MAP or STAR)62 17 12 9 Other 99 0 0 1 NOTE:Respondents were instructed to“select the top 3”sources.Sources of Information and Support 23.Please indicate your agreement or disagr
99、eement with the following statements about the available resources to support your students.If needed,I know where to find relevant,actionable information about the best ways(e.g.,tools,programs,or strategies)to do the following:(n=3,561)Weighted Percentage Strongly Disagree Somewhat Disagree Somewh
100、at Agree Strongly Agree Support my students social and emotional learning 2 13 47 38 Support students with disabilities 3 9 46 43 Implement high-quality,standards-aligned curriculum and instructional resources in my classroom practice 1 5 39 55 Build stronger relationships with my students 2 7 41 50
101、 Support English language learners(ELLs)6 14 43 37 Incorporate anti-racist teaching methods or materials 11 24 41 24 Connect with my students families 2 10 44 44 Support students who are experiencing poverty 5 17 43 35 Support students of color 6 18 44 32 Teaching Math 24.How would you describe your
102、 familiarity with your states math standards for the grade levels you teach?(n=1,718)Weighted Percentage Not at all familiar 1 A little familiar 6 Mostly familiar 35 Very familiar 58 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed
103、 to respond to this item.16 25.Please indicate your level of agreement or disagreement with the following statements about mathematics standards and instruction.(n=1,716)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree My students need something different than wh
104、at is outlined in standards-aligned math content.7 24 48 21 Standards-aligned math content is important because it prepares my students for the future.2 11 54 32 Standards-aligned math content is not engaging enough to keep my students attention and focus.12 36 42 11 This school year(20212022),I am
105、able to devote just as much time as I would like to math instruction.10 29 38 23 This school year(20212022),I need more support for delivering high-quality math instruction.19 31 36 13 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instruct
106、ed to respond to this item.26.Please select the statement you most agree with.(n=1,714)Weighted Percentage Standards-aligned mathematics instruction is too challenging for most of my students.40 Standards-aligned mathematics instruction is at the right level of challenge for most of my students.56 S
107、tandards-aligned mathematics instruction is not challenging enough for most of my students.4 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed to respond to this item.27.Do you ever skip standards-aligned content in your math instru
108、ction?(n=1,714)Weighted Percentage Never 30 Rarely 40 Occasionally 27 Frequently 4 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed to respond to this item.28.To what extent do you draw on the following sources of information when
109、deciding whether to skip standards-aligned content in your math instruction?(n=1,243)Weighted Percentage Not at All To a Small Extent To a Moderate Extent To a Great Extent My teaching experience 8 11 33 47 My knowledge of mathematics 13 13 35 38 17 Weighted Percentage Not at All To a Small Extent T
110、o a Moderate Extent To a Great Extent Data about student performance on standardized mathematics tests 14 25 38 23 Data about student performance on mathematics assessments I develop 11 20 40 29 Data about student performance on mathematics assessments provided with my curriculum materials 9 18 44 2
111、9 My knowledge of what students will learn in the next grade level 7 18 40 35 My knowledge of students future career and education plans 40 28 22 11 Other 31 7 22 40 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)and that they“rarely,”“occasiona
112、lly,”or“frequently”skipped standards-aligned content in math were instructed to respond to this item.29.When you skip standards-aligned content in your mathematics instruction,to what extent do you disagree or agree that each of the following is responsible for you skipping it?(n=1,243)Weighted Perc
113、entage Strongly Disagree Somewhat Disagree Neutral Somewhat Agree Strongly Agree Standards-aligned math content does not adequately address basic skills in math.11 19 17 36 17 My students need something different than what is outlined in the math standards.5 12 17 46 21 Standards-aligned math conten
114、t is not relevant to my students futures.23 28 24 20 5 Standards-aligned math content is not engaging enough to keep my students attention and focus.13 27 23 30 8 I need to review or re-teach content from prior grade levels.6 6 9 39 40 Some standards are not important for my students future learning
115、 in math.17 20 24 30 9 I need more support to understand the content of the standards I skip.50 23 15 10 2 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)and that they“rarely,”“occasionally,”or“frequently”skipped standards-aligned content in mat
116、h were instructed to respond to this item.18 30.Please select the statement you most agree with.(n=1,240)Weighted Percentage I replace the standards-aligned mathematics content I skip with content from prior grade levels.52 I replace the standards-aligned mathematics content I skip with content from
117、 the next grade level.13 I replace the standards-aligned mathematics content I skip with content that is not included in the standards.15 I do not replace the standards-aligned mathematics content I skip with any other content.20 NOTE:Respondents who indicated that they were teaching a mathematics c
118、ourse this school year(20212022)and that they“rarely,”“occasionally,”or“frequently”skipped standards-aligned content in math were instructed to respond to this item.31.When you teach mathematics,how do you prioritize each of the following types of content?(n=1,708)Weighted Percentage Very Low Priori
119、ty Low Priority Medium Priority High Priority Very High Priority Procedural contentthat is,content that focuses on the process of how to complete mathematical operations(e.g.,addition,multiplication)or that involves practicing mathematical operations 1 3 19 45 33 Conceptual contentthat is,content th
120、at focuses on high-level math concepts and/or underlying mathematical theory 3 9 28 38 22 Previewing content my students will learn in the next grade level 9 29 36 19 7 Reviewing or re-teaching content my students learned in the prior grade level 3 9 35 37 16 NOTE:Respondents who indicated that they
121、 were teaching a mathematics course this school year(20212022)were instructed to respond to this item.32.Approximately what percentage of your math instruction this year(20212022)has focused on mathematics procedures?Mathematics procedures address the process of how to complete mathematical operatio
122、ns(e.g.,addition,multiplication)or practicing mathematical operations.(n=1,707)Weighted Percentage None 1 1%25%13 26%49%31 50%74%40 75%100%15 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed to respond to this item.19 33.Approximat
123、ely what percentage of your math instruction this year(20212022)has focused on mathematics concepts?Mathematics concepts are high-level concepts and/or underlying mathematical theories(e.g.,fraction and decimal equivalence,probability,definition of the quadratic equation).(n=1,707)Weighted Percentag
124、e None 7 1%25%26 26%49%32 50%74%28 75%100%7 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed to respond to this item.34.Who is the primary decisionmaker about the mathematics content you teach your students?(n=1,707)Weighted Percen
125、tage I am the only one who decides what mathematics content to teach my students 7 I decide in collaboration with math teachers in grade levels below and/or above me 26 My principal decides 3 My district decides 59 Other 6 NOTE:Respondents who indicated that they were teaching a mathematics course t
126、his school year(20212022)were instructed to respond to this item.35.During the current school year(20212022),how many students have you talked with about the following aspects of their learning in math?(n=537)Weighted Percentage None of My Students Some of My Students Most of My Students All of My S
127、tudents The math courses they should take in high school to prepare for college-level math 9 24 40 27 The math courses they should take to prepare for advanced placement(AP)math courses in high school 45 34 13 8 Different postsecondary education and career options that use math 9 34 32 24 The high s
128、chool math courses available given their current achievement level in math 29 31 27 12 The college-level math courses available given their current achievement level in math 17 43 24 15 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)and indicate
129、d that they were teaching at least one of grades K12 were instructed to respond to this item.20 36.Which of the following best characterizes which students at your school typically get access to tutoring or other supports to help them succeed in math courses?(n=1,705)Weighted Percentage Students who
130、 are doing well in their math courses(e.g.,have above-average GPAs,grades in math,or performance on math benchmark assessments)1 Students who are not doing well in their math courses(e.g.,have below-average GPAs,grades in math,or performance on math benchmark assessments)39 Students who ask for supp
131、ort or express interest 6 Students who are nominated by teachers or other staff 10 Students who are identified as at-risk of not moving on to the next grade level 20 All students 16 Other 7 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were ins
132、tructed to respond to this item.37.Which of the following best characterizes which students at your school typically get access to tutoring or other supports to prepare them for advanced math courses in high school?(n=309)Weighted Percentage Students who are doing well in their math courses(e.g.,hav
133、e above-average GPAs,grades in math,or performance on math benchmark assessments)20 Students who are not doing well in their math courses(e.g.,have below-average GPAs,grades in math,or performance on math benchmark assessments)12 Students who ask for support or express interest 26 Students who are n
134、ominated by teachers or other staff 7 Students who are identified as at-risk of not moving on to the next grade level 6 All students 14 Other 14 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)and indicated that they were teaching one of grades 6
135、8 were instructed to respond to this item.38.Please indicate your level of agreement or disagreement with the following statements.(n=1,705)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree In general,I believe that all my students possess a certain amount of math
136、 ability and they cant do much to change it.47 32 15 6 I expect that all my students work hard at math.2 5 27 67 All my students enjoy learning math.11 32 45 11 All my students see math as relevant to their futures.10 31 45 14 21 Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree
137、 Strongly Agree All my students can master key math concepts.5 18 47 30 All my students believe they can master key math concepts.7 35 46 12 All my students came into my class with the foundational skills they need to succeed in my math class.48 35 14 3 NOTE:Respondents who indicated that they were
138、teaching a mathematics course this school year(20212022)were instructed to respond to this item.39.Please indicate your level of agreement or disagreement with the following statements.(n=1,705)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree I am good at math.1
139、4 32 64 I am able to answer my students questions about math.0 0 16 83 I have a good understanding of the mathematics content I teach.0 1 15 84 I have a good understanding of the pedagogy of how to teach math.0 2 31 66 NOTE:Respondents who indicated that they were teaching a mathematics course this
140、school year(20212022)were instructed to respond to this item.40.How responsible are each of the following groups for student math achievement?(n=1,705)Weighted Percentage Not at All Responsible A Little Responsible Moderately Responsible Very Responsible The student themself 1 6 24 68 The students m
141、ath teachers 0 1 27 72 The students parents or guardians 6 30 41 22 Other 37 13 15 34 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed to respond to this item.41.Please indicate your level of agreement or disagreement with the foll
142、owing statements.(n=1,705)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree I can motivate students who show low interest in learning mathematics.1 5 51 43 I can promote a positive attitude toward learning mathematics in my students.0 1 30 69 22 Weighted Percentag
143、e Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree When I recognize that a student has a mathematical misconception,I know what instructional strategies I can use to help them.1 4 45 51 I can help students learn mathematics concepts that are two or more grade levels below the grade
144、level I teach.1 6 36 58 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed to respond to this item.42.Please indicate your level of agreement or disagreement with the following statements.(n=1,704)Weighted Percentage Strongly Disagre
145、e Somewhat Disagree Somewhat Agree Strongly Agree I have all the curriculum materials and resources I need to effectively teach math.4 15 41 40 I have all the technology resources(e.g.,calculators,computers,manipulatives)to effectively teach math.3 11 34 51 If my students need help with math,they ca
146、n get extra help through the school,such as tutoring,or extra time with me,their math teacher.5 16 36 43 Students of all backgrounds and identities should feel that math is relevant to their lives.1 2 18 80 Math instruction should be culturally relevant for students of all racial,ethnic,and cultural
147、 backgrounds and identities.2 6 27 66 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed to respond to this item.43.Please indicate your level of agreement or disagreement with the following statements about your school.(n=1,703)Weig
148、hted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree My principal ensures I have the resources I need to effectively teach math.4 15 41 40 The other teachers on my grade-level team understand the importance of math instruction.2 4 34 60 I often collaborate with the other
149、 teachers on my grade-level team to help students improve their math achievement.4 9 34 53 I often collaborate with math teachers in other grade levels to help students improve their math achievement.11 22 39 28 23 Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree
150、 We often discuss math achievement data and goals at schoolwide faculty meetings.9 22 38 31 My principal is equipped to support math instruction effectively.6 20 42 32 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed to respond to
151、this item.44.Approximately what percentage of the math teachers in your school identify as people of color?(n=1,703)Weighted Percentage None 30 1%25%43 26%50%8 51%75%4 76%100%5 I dont know 8 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were in
152、structed to respond to this item.45.Please indicate your level of agreement or disagreement with the following statements about your professional leaning activities related to math this school year(20212022).My mathematics professional learning opportunities this year.(n=1,701)Weighted Percentage St
153、rongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree have been well aligned with the math curriculum materials I use.13 19 44 24 have been designed to address math learning needs revealed by analysis of student data.15 22 43 20 have been useful for improving my math instruction.15 22 45 1
154、8 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed to respond to this item.46.Since the beginning of this school year(20212022),how much emphasis did your professional learning activities related to math place on the following topi
155、cs?(n=1,701)Weighted Percentage None A Little A Moderate Amount A Lot Reflection on my own cultural lens and personal biases 38 26 24 12 Understanding systemic bias and injustice and their impact on students education 41 26 23 10 24 Weighted Percentage None A Little A Moderate Amount A Lot Selecting
156、 and using culturally responsive instructional materials 41 27 23 9 Developing an equitable and inclusive classroom environment 23 24 33 20 Implementing culturally relevant pedagogy 37 27 26 10 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were
157、 instructed to respond to this item.47.When you are teaching mathematics,how often do you differentiate instruction by leveling that is,grouping students with similar levels of math ability together?(n=1,701)Weighted Percentage Never 9 A few times per year,but less than monthly 18 About monthly,but
158、less than once per week 23 Once per week or more 50 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)were instructed to respond to this item.48.When you differentiate mathematics instruction by placing students in leveled groupsthat is,when you pl
159、ace students with similar levels of math ability together in the same grouphow long do students typically stay in these groups?(n=1,518)Weighted Percentage Less than a class period(e.g.,only for that lesson or activity)36 For only the class period 19 More than a class period but less than a semester
160、(e.g.,for the entire time Im teaching the topic or unit)30 For the whole semester 4 For the whole year 4 Other 6 NOTE:Respondents who indicated that they were teaching a mathematics course this school year(20212022)and that they differentiated instruction by leveling“a few times per year,but less th
161、an monthly,”“about monthly,but less than once per week,”or“once per week or more”were instructed to respond to this item.25 Serving Students with Disabilities 49.During the current school year(20212022),approximately what percentage of the students you teach are students with disabilities SWD?(n=3,5
162、60)Weighted Percentage 0%I do not support or teach any SWD as defined above.8 1%5%21 6%10%22 11%25%28 26%50%11 51%75%3 76%100%6 50.During the current school year(20212022),please select which of the following best describes the role you played in serving SWD.(n=3,254)Weighted Percentage Taught SWD i
163、n a general education class with regular support from a co-teacher 24 Taught SWD in a general education class with occasional push-in support from a co-teacher 18 Taught SWD in a general education class with consultation support from a special educator or other specialist but no push-in or co-teachi
164、ng support 29 Taught SWD in a general education class without consultation,push-in,or co-teaching support from a special educator or specialist 22 Taught SWD in a resource or special education-only class 8 NOTE:Respondents who indicated that they taught SWD during the current school year(20212022)we
165、re instructed to respond to this item.51.How sufficient is your access to each of the following for helping you support SWD during the current school year(20212022)?(n=3,250)Weighted Percentage Completely Insufficient Somewhat Insufficient Somewhat Sufficient Completely Sufficient N/ADid Not Receive
166、 Access to support for building relationships with families of SWD 6 21 43 20 10 Data system tools that give teachers the opportunity to review student performance and monitor progress 5 17 45 26 7 Access to student records including learning history,areas of strength and interest,and unique social/
167、family situations 5 17 44 29 5 NOTE:Respondents who indicated that they taught SWD during the current school year(20212022)were instructed to respond to this item.26 Postsecondary Transitions 52.Which of the following best characterizes which students at your school typically get access to support t
168、o prepare them for postsecondary education and future careers?(n=1,180)Weighted Percentage Students who are doing well in their classes(e.g.,have above-average GPAs,grades,or performance on benchmark assessments)15 Students who are not doing well in their classes(e.g.,have below-average GPAs,grades,
169、or performance on benchmark assessments)5 Students who ask for support or express interest 13 Students who are nominated by teachers or other staff 2 Students who are identified as at-risk of not moving on to the next grade level 6 All students 56 Other 3 NOTE:Respondents who indicated that they tau
170、ght one of grades 912 were instructed to respond to this item.53.During the current school year(20212022),how many students have you talked with about the following education and career topics?(n=1,177)Weighted Percentage None of My Students Some of My Students Most of My Students All of My Students
171、 Do Not Have Access to Information/Resources to Share The different education and career options open to them after high school 3 34 31 28 3 Career planning 6 41 24 24 5 Technical or industry-specific skill development 9 45 21 19 7 Soft skill experiences 8 33 23 28 8 NOTE:Respondents who indicated t
172、hat they taught one of grades 912 were instructed to respond to this item.27 Data for Decisionmaking 54.During the current school year(20212022),what kinds of student data do you have access to through an electronic data management system(s)?If you have access to data,are they disaggregated by stude
173、nt race,ethnicity,and income(e.g.,eligibility for free-or reduced-price lunch)?(n=3,562)Weighted Percentage I have access to these data but they are not disaggregated by student race,ethnicity,and income e.g.,free-or reduced-price lunch.I have access to these data and they are disaggregated by stude
174、nt race,ethnicity,and income e.g.,free-or reduced-price lunch.N/AI dont have access to these data in an electronic data management system.Standardized test scores 42 40 18 Formative student assessment scores 50 31 19 Student grades/GPA 58 30 13 Attendance 58 30 11 Student disciplinary history 37 23
175、40 Course enrollment histories 35 18 47 Postsecondary application,enrollment,or transition outcomes 15 10 75 Social and emotional competencies 19 12 68 55.What are the top three sources of information you have used this school year(20212022)to improve the academic performance of the students you tea
176、ch?(n=3,558)Weighted Percentage Not in Top 3 1st Choice 2nd Choice 3rd Choice Required grade-level tests administered for accountability purposes 86 4 5 5 Tests or quizzes you created 77 7 8 8 Tests or quizzes that are provided in your curriculum materials 82 5 7 6 Classroom tasks,assignments,or pro
177、jects you created 53 17 16 15 Classroom tasks,assignments,or projects that are provided in your curriculum materials 71 10 10 9 Students Individualized Education Programs(IEPs)82 7 6 5 Conversations with parents,guardians,or other family members 89 3 4 4 Conversations with students 68 10 11 12 Conve
178、rsations with other teachers or administrators 81 5 6 8 Conversations with school staff who are not teachers or administrators(e.g.,counselors,School Resource Officers,or paraprofessionals)94 2 2 2 28 Weighted Percentage Not in Top 3 1st Choice 2nd Choice 3rd Choice Your observations of students 49
179、17 16 17 Diagnostic tests that measure students achievement growth(e.g.,MAP or STAR)70 13 10 8 Other 99 0 0 1 Social and Emotional Learning 56.During the current school year(20212022),considering all of the priorities you had for your teaching,how did the development of students social and emotional
180、 skills rank?(n=3,563)Weighted Percentage It was my top priority,and I dedicated whatever class time I could to it.13 It was one of my top priorities,and I tried to prioritize class time for it.53 It was not a top priority for me,but I tried to dedicate some class time for it when possible.32 It was
181、 not a priority for me this year,and I did not dedicate any class time to it.3 57.To what extent have you or your school used the following approaches to promote social and emotional learning(SEL)during the current school year(20212022)?(n=3,554)Weighted Percentage Strongly Disagree Somewhat Disagre
182、e Somewhat Agree Strongly Agree Align instruction with state,district,or charter management organization(CMO)SEL standards 15 24 42 19 Implement social and emotional learning programs or curricula(e.g.,Second Step,RULER)16 20 37 26 Provide students with opportunities to engage with community-based o
183、rganizations(e.g.,through community service or internships)20 28 38 15 Offer advisory periods or other regular opportunities for students to check in with a teacher or other adults 13 17 40 30 Provide students with opportunities to contribute to school decisionmaking(e.g.,through participating in st
184、udent government or youth advisory councils)15 23 44 18 Engage family members in SEL instruction(e.g.,by sending SEL instructional resources home with students)21 30 38 11 Other 28 9 29 34 29 58.How much do you agree or disagree with the following statements about SEL in your school during the curre
185、nt school year(20212022)?(n=3,554)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree My school has developed a clear vision for SEL.12 28 41 20 My school has a clear set of instructional practices or roadmap for getting to specific student SEL outcomes.14 28 40 18
186、The culture in my school supports the development of childrens social and emotional skills.6 17 48 28 59.To what extent have your professional learning experiences this school year(20212022)emphasized developing SEL skills and competencies for students?(n=3554)Weighted Percentage Not at all 12 To a
187、small extent 40 To a moderate extent 36 To a great extent 13 60.To what extent have your professional learning experiences this school year(20212022)emphasized developing SEL skills and competencies for teachers?(n=3,554)Weighted Percentage Not at all 19 To a small extent 42 To a moderate extent 31
188、To a great extent 8 61.How do most parents/guardians respond to the SEL work you do?(n=3,553)Weighted%Not at all supportive 2 Not supportive 9 Supportive 41 Highly supportive 8 I dont know 31 I am not implementing SEL in my classroom 8 30 62.During a typical full week this school year(20212022),appr
189、oximately what percentage of your time working do you spend interacting with students(i.e.,teaching,advising,coaching,leading extracurricular activities)?Include the time you work during the day,in the evening,or on weekends.Exclude any work you do outside of your teaching position.(n=3,539)Weighted
190、 Percentage 0%25%10 26%50%14 51%75%27 76%100%50 63.During a typical full week this school year(20212022),approximately what percentage of your time working do you spend on administrative activities(i.e.,meetings,planning,grading,taking attendance)?Include the time you work during the day,in the even
191、ing,or on weekends.Exclude any work you do outside of your teaching position.(n=3,539)Weighted Percentage 0%25%71 26%50%21 51%75%4 76%100%3 School Environment 64.Indicate your agreement with the following statements about programs at your school this school year(20212022).Programs may support studen
192、t outcomes,instructional systems,data and continuous improvement,and/or school culture and community engagement.(n=3,557)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree There is real continuity from one program to another at this school.13 40 38 9 Many special p
193、rograms come and go at this school.10 29 43 19 Once we start a new program,we follow up to make sure that its working.13 35 41 11 We have so many different programs in this school that I cant keep track of them all.17 30 39 15 65.This school year(20212022),how safe do you feel.(n=3,556)Weighted Perc
194、entage Not Safe Somewhat Safe Mostly Safe Very Safe outside around your school?2 9 27 62 traveling between home and school?1 5 24 71 31 Weighted Percentage Not Safe Somewhat Safe Mostly Safe Very Safe in the hallways and bathrooms of your school?2 8 25 65 in your classes?1 6 24 69 66.On a typical da
195、y this school year(20212022),how many times are your classes.(n=3,556)Weighted Percentage Once Twice 3 to 4 Times 5 to 9 Times 10 or More Times Never disrupted by student behavior?17 15 25 16 16 10 interrupted by technical difficulties,such as your or students computers not working,poor internet con
196、nections,etc.?30 20 23 9 6 13 67.Indicate your agreement or disagreement with the following statements.(n=3,556)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree Curriculum,instruction,and learning materials are well coordinated across the different grade levels a
197、t this school.8 22 49 21 There is consistency in curriculum,instruction,and learning materials among teachers in the same grade level at this school.6 15 47 32 68.During this school year(20212022),to what extent does your school cultivate a sense of belonging for teachers who identify as people of c
198、olor?(n=3,556)Weighted Percentage Not at all 10 To a small extent 16 To a moderate extent 19 To a great extent 24 I dont know 32 32 Perceptions of Principals 69.Please indicate your level of agreement or disagreement with the following statements about your principals effectiveness.In general,my pri
199、ncipal is effective in supporting.(n=3,557)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree continuous improvement of our approaches,processes,and tools by use of data and evidence.6 14 40 40 school equity goals especially related to needs of students of color or
200、 students affected by poverty.7 16 39 38 the social and emotional learning of students.6 14 41 39 professional development.7 12 43 38 student transitions from high school to postsecondary education and the workforce.6 17 48 29 a variety of instructional models,including remote,in-person,or hybrid ap
201、proaches.9 18 40 33 teacher autonomy in making instructional decisions.5 10 41 44 70.How much do you agree or disagree with the following statement?My school leaders and the teacher hiring committee at my school are making a significant effort to ensure that our teaching staff is racially and ethnic
202、ally diverse.(n=3,557)Weighted Percentage Strongly agree 19 Somewhat agree 30 Somewhat disagree 15 Strongly disagree 10 I dont know 26 Teacher Preparation and Supports 71.Which of the following teacher preparation programs did you complete?(n=3,533)Weighted Percentage N/AI did not participate in a t
203、eacher preparation program before becoming a classroom teacher 5 Undergraduate program 55 Post-baccalaureate program 44 Post-baccalaureate alternative certification program(e.g.,TFA,TNTP,or a training program run by your school district)13 Other 3 NOTE:Respondents were instructed to“select all that
204、apply.”Percentages will not sum to 100 percent.33 72.Please indicate your level of agreement or disagreement with the following statements about your teacher preparation program(including practicum/internship).Overall,my teacher preparation program prepared me well to.(n=3,335)Weighted Percentage St
205、rongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree support SWD.11 21 45 24 support English language learners(ELLs).19 29 36 17 support students of color.16 29 38 17 support students affected by poverty.18 30 37 15 support students who are performing below grade level.11 26 43 20 provide
206、 effective remote instruction.64 17 11 7 support my students SEL.19 29 37 14 provide instruction that is culturally relevant for my students.12 24 44 19 NOTE:Respondents who indicated that they completed a teacher preparation program were instructed to respond to this item.73.Should your teacher pre
207、paration program have spent less time,the same amount of time,or more time,on the following topics or activities:(n=3,332)Weighted Percentage N/AMy Program Did Not Address This Topic Less Time The Same Amount of Time More Time How to manage student behavior 3 2 27 68 Practical strategies to engage s
208、tudents 2 1 36 61 Pedagogical theory 2 23 60 15 Student teaching 4 5 64 28 Observing my teaching and providing me with feedback 2 3 61 34 How to support SWD 3 1 38 58 How to navigate controversial political events in my teaching 22 11 29 38 The knowledge and skills I need to teach in my subject area
209、,e.g.,mathematics,ELA,science,social studies)2 5 62 31 Preparing for the licensing exam 11 12 60 16 Culturally responsive pedagogy 10 6 37 47 SEL 11 3 24 62 Other 32 18 18 33 NOTE:Respondents who indicated that they completed a teacher preparation program were instructed to respond to this item.34 7
210、4.Did you have access to and use any of the following supports and to what extent did they help you enter your teacher preparation program?(n=3,332)Weighted Percentage I dont know if I had access to this I did not have this but it would have been helpful I did not have this and it would not have bee
211、n helpful I had this and it was not helpful I had this and it was helpful I was recruited into my teacher preparation program.30 34 27 2 8 I received a scholarship,or another financial subsidy I did not have to repay,to attend.13 46 7 3 31 I knew someone who attended,graduated from,or worked at my t
212、eacher preparation program.20 32 17 6 25 I received a stipend and tuition assistance in exchange for a commitment to work as a teacher for a set number of years.17 62 12 2 7 I participated in student loan forgiveness programs or service scholarships in exchange for a commitment to teach for a set pe
213、riod of years.16 46 13 4 20 Other 39 14 9 15 22 NOTE:Respondents who indicated that they completed a teacher preparation program were instructed to respond to this item.75.Did you have access to and use any of the following supports and to what extent did they help you complete your teacher preparat
214、ion program?(n=3,330)Weighted Percentage I dont know if I had access to this I did not have this but it would have been helpful I did not have this and it would not have been helpful I had this and it was not helpful I had this and it was helpful My teacher preparation program had peer groups for pr
215、ospective teachers.18 32 10 6 34 My teacher preparation program had peer groups for prospective teachers who shared my racial or ethnic background.25 23 23 8 20 35 Weighted Percentage I dont know if I had access to this I did not have this but it would have been helpful I did not have this and it wo
216、uld not have been helpful I had this and it was not helpful I had this and it was helpful My teacher preparation program matched me with a mentor teacher who shared my racial or ethnic background.18 18 23 15 28 My teacher preparation program matched me with a mentor teacher.7 20 5 10 57 I participat
217、ed in a teacher residency in which I worked as a teacher in training with a mentor teacher while completing coursework at a partner university.19 28 14 4 34 When I was student teaching,I was placed in a classroom led by a teacher who shared my racial or ethnic background.11 12 17 22 38 I received in
218、dividualized coaching in my teacher preparation program.9 26 6 7 51 Other 44 16 7 12 22 NOTE:Respondents who indicated that they completed a teacher preparation program were instructed to respond to this item.76.Did you have access to and use any of the following supports,and to what extent did they
219、 help you enter the teaching workforce?(n=3,324)Weighted Percentage I dont know if I had access to this I did not have this but it would have been helpful I did not have this and it would not have been helpful I did have this and it was not helpful I did have this and it was helpful I received a sub
220、sidy for my teacher license exam fees.18 69 8 1 3 Passing my teacher license exam was a condition of graduating from my teacher preparation program.19 11 19 10 41 My teacher preparation program helped me find a teaching job or placed me in a teaching job.11 56 8 4 20 36 Weighted Percentage I dont kn
221、ow if I had access to this I did not have this but it would have been helpful I did not have this and it would not have been helpful I did have this and it was not helpful I did have this and it was helpful I had educators in my professional or personal networks(separate from my preparation program)
222、who helped me find a teaching job.10 46 7 3 34 My teacher preparation program helped me assemble a portfolio or prepare for interviews.7 29 5 10 48 Other 36 19 11 9 26 NOTE:Respondents who indicated that they completed a teacher preparation program were instructed to respond to this item.77.Have you
223、 ever had access to any of the following working conditions or supports and to what extent have they helped you persist in the teaching profession?(n=3,516)Weighted Percentage I dont know if I have this I do not have this but it would be helpful I do not have this and it would not be helpful I have
224、this and it is not helpful I have this and it is helpful In my first year of teaching,I was matched with a mentor teacher who shared my racial or ethnic background.9 23 20 15 33 In my first year of teaching,I was matched with a mentor teacher.3 22 4 11 59 My current school requires cultural competen
225、cy or anti-racist training for all teachers and all school administrators.19 32 14 7 28 My school administrators support my decisions about managing student behavior.3 16 4 4 73 I feel like I belong in my school.2 11 3 3 81 I have strong positive relationships with other teachers in my school.1 6 2
226、3 87 I have adequate time to collaborate with other teachers.2 37 6 5 50 I have some control over my teaching schedule or course assignments.4 36 6 4 51 37 Weighted Percentage I dont know if I have this I do not have this but it would be helpful I do not have this and it would not be helpful I have
227、this and it is not helpful I have this and it is helpful In general,my students are engaged in learning.1 11 3 4 80 I receive individual coaching provided by my district.12 33 17 8 30 Other 45 12 4 8 31 78.Have you ever had access to or used any of the pay-related supports and to what extent have th
228、ey helped you persist in the teaching profession?(n=3,511)Weighted Percentage I dont know if I have access to this I do not have this but it would be helpful I do not have this and it would not be helpful I have this and it is not helpful I have this and it is helpful Financial incentives for studen
229、t gains on tests or student work 15 32 41 4 7 Financial incentives to work in high-needs schools 23 47 16 4 11 Extra pay for performing additional work or roles(e.g.,providing additional pay for mentoring new teachers or performing peer evaluations)9 30 4 5 52 The opportunity to grow professionally
230、in terms of additional responsibilities,authorities,and pay(i.e.,a“career ladder”)12 35 7 6 40 The teachers union or professional association bargains to improve teacher pay 10 22 6 12 51 Other 41 18 6 8 27 79.How long have you been in your current teaching job?(n=3,512)Weighted Percentage Less than
231、 1 year(i.e.,I started my current teaching job this school year,20212022)5 More than 1 year but less than 5 years 16 510 years 34 1115 years 16 1620 years 14 More than 20 years 14 38 80.Is teaching your first career?(n=3,513)Weighted Percentage Yes,teaching is my first career 72 I had another career
232、 in K12 education before I became a teacher 3 I had another career outside of K12 education before I became a teacher 25 I dont know 0 81.As part of your teacher preparation,how long did you student teach?(n=3,316)Weighted Percentage Less than 1 month 3 More than 1 month but less than 6 months 59 Mo
233、re than 6 months but less than a year 17 1 year or more 12 I did not student teach 10 NOTE:Respondents who indicated that they completed a teacher preparation program were instructed to respond to this item.82.What were your top three reasons for choosing an alternative certification program?(n=468)
234、Weighted Percentage Not in Top 3 1st Choice 2nd Choice 3rd Choice It was less expensive than a university-based program 50 16 21 13 I was recruited into the alternative certification program 76 8 10 6 It included more clinical practice or student teaching than a university-based program 85 2 5 8 The
235、 student body was more diverse 89 2 4 5 It included mentoring by an experienced teacher 74 4 9 13 It was the only program where I was accepted 91 3 3 3 It allowed me to get a job in teaching faster than a university-based program 35 30 21 13 It subsidized my teacher license exam fees 95 1 1 3 I woul
236、d be placed in a teaching job when I finished the program 74 8 8 10 The district I wanted to teach in ran the alternative certification program 79 6 7 9 The district paid for me to participate in the alternative certification program 85 5 5 4 Other 69 15 4 12 NOTE:Respondents who indicated that they
237、 completed a“post-baccalaureate alternative certification program”were instructed to respond to this item.39 83.How often have you experienced negative treatment because of your actual or perceived race or ethnicity in the following settings during your teaching preparation and career?(n=3,511)Weigh
238、ted Percentage Never A Few Times,but Less Than Monthly About Monthly Once per Week or More During my teacher preparation program(does not include student teaching)89 8 2 1 While I was student teaching 88 8 2 2 While I was interviewing for teaching jobs 89 8 2 1 Since I have been employed as a teache
239、r throughout my career 70 24 4 2 Since I have been employed as a teacher at this school 77 17 3 2 84.Please indicate your level of agreement or disagreement about how well your teacher preparation program(including practicum/internship)prepared you to teach math to the following groups of students.(
240、n=1,602)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree SWD 12 24 45 19 English language learners(ELLs)19 28 38 14 Students of color 16 28 39 17 Students affected by poverty 15 31 40 14 Students who are performing below grade level 10 27 46 17 NOTE:Respondents w
241、ho indicated that they completed a teacher preparation program and that they were teaching a mathematics course this school year(20212022)were instructed to respond to this item.Teacher Well-Being 85.Since the beginning of the 20212022 school year,how often has your work been stressful?(n=3,510)Weig
242、hted Percentage Never 0 Hardly ever 4 Sometimes 23 Often 45 Always 28 40 86.How well are you coping with the stress of your job right now on a scale from 1 to 5?(n=3,509)Weighted Percentage 1 Not well at all 8 2 18 3 38 4 25 5 Very well 11 87.Please indicate your agreement or disagreement with the f
243、ollowing statements about teaching.(n=3,509)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree The stress and disappointments involved in teaching arent really worth it.16 30 39 15 I dont seem to have as much enthusiasm now as I did when I began teaching.11 15 39 3
244、5 I look forward to teaching in the future.12 27 41 21 I am glad I selected teaching as a career.6 19 40 35 88.How much do you disagree or agree with the following statements?(n=3,509)Weighted Percentage Strongly Disagree Disagree Agree Strongly Agree Dont Know The job of the public school teacher h
245、as gotten harder over the past decade.3 1 9 85 1 Schools have been expected to do more and more over the past decade.3 1 8 86 1 41 Chapter 3.Learn Together Surveys:Principal Survey Results School Assignment 1.This school year(20202021),what grade(s)are included in the school you lead?(n=1,694)Weight
246、ed Percentage Kindergarten 56 Grade 1 57 Grade 2 56 Grade 3 56 Grade 4 55 Grade 5 53 Grade 6 39 Grade 7 36 Grade 8 36 Grade 9 28 Grade 10 29 Grade 11 29 Grade 12 29 Ungraded(including special education students aged 1822)5 Other 15 NOTE:Respondents were instructed to“select all that apply.”Percentag
247、es will not sum to 100 percent.2.Which of the following most closely reflects how instruction has been provided to your students since the beginning of the school year(20212022)?(n=1,694)Weighted Percentage Fully remote instruction,where a large majority or all of your students received some combina
248、tion of virtual synchronous and asynchronous classes each school day 1 Hybrid model where a majority or all of your students receive some in-person instruction and some remote instruction(synchronous or asynchronous)5 Fully in-person instruction each school day for a majority or all of your students
249、 94 3.Including the current school year(20212022),how long have you worked as a principal?(n=1,680)Weighted Percentage 04 years 35 59 years 31 42 Weighted Percentage 1019 years 29 20+years 5 NOTE:Respondents were instructed to round to the nearest whole number.4.With which of the following do you id
250、entify?(n=1,694)Weighted Percentage American Indian or Alaska Native 2 Asian 2 Black or African American 13 Hispanic,Latino,or Spanish origin 8 Native Hawaiian or other Pacific Islander 1 White 79 Prefer not to state 3 Prefer to self-describe 1 NOTE:Respondents were instructed to select all that app
251、ly.Percentages will not sum to 100 percent.5.Which of the following do you identify as?(n=1,694)Weighted Percentage Male 46 Female 53 Non-binary 0 Prefer to self-describe 1 Prefer not to say 0 6.What is the highest degree that you have earned?(n=1,694)Weighted Percentage Associates degree 1 Bachelor
252、s degree(B.A.,B.S.,etc.)39 Masters degree(M.A.,M.A.T.,M.B.A.,M.Ed.,M.S.,etc.)31 Educational specialist or professional diploma(at least one year beyond masters level)0 Doctorate or first professional degree(Ph.D.,Ed.D.,M.D.,L.L.B.,J.D.,D.D.S.)29 I do not have a degree 0 7.In what field was your unde
253、rgraduate major(s)?(n=1,694)Weighted Percentage Area and/or ethnic studies 2 Arts(visual and performing)0 43 Weighted Percentage Communications and/or journalism 3 Computer science 1 Biology,biological sciences,and/or medicine 6 Business 5 Economics 1 Education 57 Engineering 0 English language and
254、literature 8 Gender studies 0 History 9 International relations and/or diplomacy 0 Languages and linguistics 2 Mathematics 4 Natural sciences 2 Liberal arts 3 Philosophy 1 Physical education 4 Religion 0 Social sciences 10 Technology 0 Other 8 NOTE:Respondents were instructed to“select all that appl
255、y.”Percentages will not sum to 100 percent.All respondents except for those who indicated that they“did not have a degree”were instructed to respond to this item.8.In what field was your graduate degree?(n=1,679)Weighted Percentage N/AI do not have a graduate degree 0 Area and/or ethnic studies 1 Ar
256、ts(visual and performing)0 Communications and/or journalism 0 Computer science 0 Biology,biological sciences,and/or medicine 1 Business 1 Economics 0 Education 97 Engineering 0 English language and literature 1 Gender studies 0 44 Weighted Percentage History 1 International relations and/or diplomac
257、y 0 Languages and linguistics 1 Mathematics 1 NOTE:Respondents were instructed to“select all that apply.”Percentages will not sum to 100 percent.Respondents who indicated that their highest degree was a“masters degree,”“educational specialist or professional diploma,”or“doctorate or first profession
258、al degree”were instructed to respond to this item.9.Are you certified and/or licensed in school administration?(n=1,694)Weighted Percentage No 1 Yes 99 10.Approximately what percentage of the teachers in your school identify as people of color?(n=1,694)Weighted Percentage None 16 1%25%59 26%50%12 51
259、%75%7 76%100%5 I dont know 1 11.Approximately,what percentage of the teachers in your school share your racial or ethnic identity?(n=1,693)Weighted Percentage None 2 1%25%15 26%50%11 51%75%20 76%100%50 I dont know 2 45 12.Approximately what percentage of your schools leadership team(excluding you,th
260、e principal)identify as people of color?(n=1,693)Weighted Percentage None 47 1%25%29 26%50%9 51%75%5 76%100%9 I dont know 1 Student Voice 13.Please select all of the strategies that your school uses to capture student voice,whether virtual or in person.(n=1,649)Weighted Percentage N/AMy school does
261、not capture student voice 4 Student surveys 75 Informal conversations with students 86 Formal conversations with students for the purpose of capturing student voice(e.g.,focus groups,student panels)45 Student government or representatives 52 Involving students in decisionmaking meetings 39 Sources o
262、utside of the school(e.g.,social media,news reporting,surveys conducted by other organizations)22 Other 2 NOTE:Respondents were instructed to“select all that apply.”Percentages will not sum to 100 percent.14.To what extent does the information about student voice that your school collects represent
263、the views of all students in your school?(n=1,580)Weighted Percentage Not at all representative of the views of all students 1 Representative of the views of few students 11 Representative of the views of about half of students 17 Representative of the views of most students 58 Representative of the
264、 views of all students 8 I dont know 5 NOTE:Respondents who indicated that their schools used at least one strategy to capture student voice were instructed to respond to this item.46 15.Please indicate your agreement or disagreement with the following statements.(n=1,649)Weighted Percentage Strongl
265、y Disagree Disagree Agree Strongly Agree Student voices are respected by teachers and administrators in the school.1 5 68 26 Student voices affect what happens in the school.1 11 71 17 Sources of Information and Support 16.Please indicate your agreement or disagreement with the following statements
266、about the available resources to support your students.If needed,I know where to find relevant,actionable information about the best ways(e.g.,tools,programs,or strategies)to do the following:(n=1,646)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree Support my st
267、udents social and emotional learning 1 4 42 52 Support students with disabilities 0 3 36 60 Support English language learners(ELLs)2 8 44 45 Help teachers deliver instruction remotely 3 11 46 40 Incorporate anti-racist teaching methods or materials 5 20 49 26 Connect with students families 1 5 44 51
268、 Support students who are experiencing poverty 1 8 45 46 Support students of color 2 10 48 39 Build stronger relationships with my students 0 3 36 61 17.Where is the first place you would go to find an intervention(e.g.,tools,programs,or strategies)to support students in your school?(n=1,643)Weighte
269、d Percentage Internet information search(e.g.,broad search on the topic using Google or a similar search engine)11 Online social network inquiry or search(e.g.,Twitter,Facebook,or similar for strategies from other school leaders)4 Online platforms for resource sharing(e.g.,Pinterest,YouTube)2 Ask an
270、other school leader or support staff at my school 23 Ask someone in the district central office 15 Ask another leader or other support staff at my district 30 Develop a resource myself and/or ask other teachers/staff to develop a resource 7 None(I have all the interventions I need to support student
271、s)3 Other 6 47 Teaching Math 18.What are the top three actions that would most help improve student mathematics achievement in your school?(n=1,652)Weighted Percentage Not in Top 3 1st Choice 2nd Choice 3rd Choice Hire more highly effective math teachers 80 10 5 5 Adopt high-quality,standards-aligne
272、d mathematics curricula 81 8 6 6 Adopt culturally relevant mathematics curricula 95 2 2 2 Improve student engagement in math classes 57 15 15 12 Improve parent engagement in math with their students 87 3 4 6 Improve student attendance in math classes 89 4 4 3 Provide math teachers with more training
273、 on the curriculum 76 7 9 8 Provide math teachers with more training on instructional strategies 52 17 16 16 Provide math teachers with more training on managing student behavior 92 2 3 3 Provide math teachers with more training on culturally relevant or culturally aware instructional strategies 86
274、4 4 5 Provide math teachers with more training to support development of students social and emotional competencies 88 3 4 4 Hire a more diverse group of math teachers 97 1 1 1 Create schoolwide goals for student math achievement 87 4 4 6 Focus schoolwide continuous improvement processes on improvin
275、g student math achievement 67 10 11 11 Provide students struggling in math with tutoring or other extra help 67 10 11 12 Other 98 1 0 2 NOTE:Respondents were instructed to“select the top 3”actions.19.During the current school year(20212022),which groups of staff are expected to talk with students ab
276、out the following aspects of their learning in math?(n=1,051)Weighted Percentage Math Teachers Teachers in Subjects Other Than Math School Guidance or College/Career Counselor The math courses students should take in high school to prepare for college-level math 42 4 54 The math courses students sho
277、uld take to prepare for advanced placement(AP)math courses in high school 49 4 46 Different postsecondary education and career options that use math 33 7 61 48 Weighted Percentage Math Teachers Teachers in Subjects Other Than Math School Guidance or College/Career Counselor The high school math cour
278、ses available to students given their current achievement level in math 50 4 46 The college-level math courses available to students given their current achievement level in math 41 3 56 NOTE:Respondents who indicated their school served any of grades 612 were instructed to respond to this item.20.W
279、hich of the following best characterizes which students at your school typically get access to tutoring or other supports to prepare them for advanced math courses in high school?(n=771)Weighted Percentage Students who are doing well in their math courses(e.g.,have above-average GPAs,grades in math,
280、or performance on math benchmark assessments)10 Students who are not doing well in their math courses(e.g.,have below-average GPAs,grades in math,or performance on math benchmark assessments)29 Students who ask for support or express interest 9 Students who are nominated by teachers or other staff 9
281、 Students who are identified as at-risk of not moving on to the next grade level 14 All students 25 Other 4 NOTE:Respondents who indicated their school served any of grades 68 were instructed to respond to this item.21.Please indicate your level of agreement or disagreement with the following statem
282、ents.(n=1,649)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree In general,I believe that all the students in my school possess a certain amount of math ability and they cant do much to change it.55 23 13 9 I expect all the students in my school to work hard at ma
283、th.1 1 20 78 All the students in my school can master key math concepts.2 10 36 52 22.How responsible are each of the following groups for student math achievement?(n=1,648)Weighted Percentage Not at All Responsible A Little Responsible Moderately Responsible Very Responsible The student themself 0
284、3 20 77 The students math teachers 0 1 16 83 49 Weighted Percentage Not at All Responsible A Little Responsible Moderately Responsible Very Responsible The students parents or guardians 3 26 42 30 Other 12 6 30 52 23.Please indicate your level of agreement or disagreement with the following statemen
285、ts.(n=1,640)Weighted Percentage Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree The math teachers in my school can motivate students who show low interest in learning mathematics.2 13 61 24 The math teachers in my school promote a positive attitude toward learning mathematics in st
286、udents.0 5 50 44 When math teachers in my school recognize that a student has a mathematical misconception,they know what instructional strategies they can use to help them.1 15 61 22 Math teachers in my school can help students learn mathematics concepts that are two or more grade levels below the
287、grade level they teach.2 12 54 32 Math teachers in my school can help students learn mathematics concepts that are two or more grade levels above the grade level they teach.2 19 55 23 24.Please indicate your level of agreement or disagreement with the following statements.(n=1,639)Weighted Percentag
288、e Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree If students in my school need help with math,they can get extra help through school,such as tutoring or extra time with their math teacher.3 9 37 52 Students of all backgrounds and identities should feel that math is relevant to the
289、ir lives.0 2 18 80 Math instruction should be culturally relevant for students of all racial,ethnic,and cultural backgrounds and identities.2 5 29 65 50 25.Please indicate your level of agreement or disagreement with the following statements about your school.(n=1,638)Weighted Percentage Strongly Di
290、sagree Somewhat Disagree Somewhat Agree Strongly Agree I prioritize math instruction.0 6 48 46 Math teachers in my school have time to collaborate with the other teachers on their grade-level team to help students improve their math achievement.2 9 38 51 Math teachers in my school have time to colla
291、borate with math teachers in other grade levels to help students improve their math achievement.5 21 41 33 We often discuss math achievement data and goals at schoolwide faculty meetings.5 22 43 30 26.Which of the following options best describe the way your elementary school students experience ins
292、truction?(n=1,009)Weighted Percentage Students receive all core academic subjects(e.g.,math,ELA,science,social studies)from the same teacher 65 Students change classrooms for different core academic subjects(e.g.,math,ELA,science,social studies)23 Other 11 NOTE:Respondents who indicated their school
293、 served any of grades K5 were instructed to respond to this item.27.When you are creating the school master schedule and assigning students in grades K5 to teachers,do you group students into classes by leveling?That is,do you assign students of similar math ability to the same math class?(n=240)Wei
294、ghted Percentage Yes 22 No 68 I dont know 3 Other 7 NOTE:Respondents who indicated their school served any of grades K5 and indicated that“students change classrooms for different core academic subjects”were instructed to respond to this item 51 28.Do you offer the following math courses at your sch
295、ool,and if so,which students are eligible to take these courses?(n=1,041)Weighted Percentage Available to any student who wants to take it Students who meet certain minimum criteria(e.g.,GPA,grades in math,prerequisite courses)Students who are nominated by teachers Not available at my school Basic o
296、r general math 51 9 3 35 7th grade math 54 7 2 35 8th grade math 54 7 2 36 Business,consumer,or other applied math 31 6 2 59 Introduction to Algebra or Pre-algebra 35 19 8 39 Algebra I 43 27 8 25 Algebra II 34 15 3 48 Geometry 37 17 4 44 Trigonometry 19 14 3 64 Integrated math 1,2,3,4 12 6 2 77 Pre-
297、calculus 21 19 5 55 Calculus 17 20 6 57 Probability or statistics 21 14 3 62 Computer programming 31 8 2 58 AP statistics 11 14 3 71 AP calculus 12 16 4 68 Online math courses for junior high,high school,or college credit 20 14 3 62 Other 8 3 3 59 NOTE:Respondents who indicated their school served a
298、ny of grades 6-12 were instructed to respond to this item.29.Approximately,what percentage of the math teachers in your school identify as people of color?(n=1,633)Weighted Percentage None 42 1%25%37 26%50%9 51%75%5 76%100%6 I dont know 2 52 30.Since the beginning of this school year(20212022),how m
299、uch emphasis did your own professional learning activities related to math place on the following topics?(n=1,631)Weighted Percentage N/AI have not had any math-related professional learning opportunities this year 134 Reflection on my own cultural lens and personal biases 186 Understanding systemic
300、 bias and injustice and their impact on students education 175 Helping teachers select and use anti-bias instructional materials 160 Helping teachers select and use culturally responsive instructional materials 168 Helping teachers develop an equitable and inclusive classroom environment 203 Serving
301、 Students with Disabilities 31.During the current school year(20212022),approximately what percentage of the students at your school are students with disabilities SWD?(n=1,652)Weighted Percentage 0%My school doesnt have any SWD.0 1%5%8 6%10%29 11%25%55 26%or more 8 32.During the current school year
302、(20212022),what are the typical service delivery models for SWD experienced by teachers at your school?(n=1,648)Weighted Percentage Teaching SWD in a general education class with regular support from a co-teacher 66 Teaching SWD in a general education class with occasional push-in support from a co-
303、teacher 56 Teaching SWD in a general education class with consultation support from a specialist but no push-in or co-teaching support 49 Teaching SWD in a general education class without consultation,push-in,or co-teaching support from a special educator or specialist 21 Teaching SWD in a resource
304、or special education-only class 58 NOTE:Respondents who indicated that there were any percentage of SWD at their school were instructed to respond to this item.Respondents were instructed to“select all that apply.”Percentages will not sum to 100 percent.53 33.How sufficient is your access to each of
305、 the following for helping you support SWD during the current school year(20212022)?(n=1,647)Weighted Percentage Completely Insufficient Somewhat Insufficient Somewhat Sufficient Completely Sufficient N/ADid Not Receive Access to community support organizations 7 24 49 15 4 Materials and tools(e.g.,
306、curricula,activities,technology,modified texts)2 12 53 33 1 Access to staff with specific expertise within or outside of your school 3 15 51 30 1 Access to support for building relationships with families of SWD 3 16 53 26 2 Training and information(e.g.,professional development,books)4 16 56 23 1 D
307、ata system tools that give teachers the opportunity to review student performance and monitor progress 3 11 49 36 1 Access to student records,including learning history,areas of strength and interest,and unique social/family situations 2 8 46 43 1 Transition planning protocols for SWD(e.g.,middle sc
308、hool to high school,high school to postsecondary)2 12 49 29 7 NOTE:Respondents who indicated that there were any percentage of SWD at their school were instructed to respond to this item.Supporting Students Postsecondary Transitions 34.Which of the following best characterizes which students at your
309、 school typically get access to support to prepare them for postsecondary education and future careers?(n=481)Weighted Percentage Students who are doing well in their classes(e.g.,have above-average GPAs,grades,or performance on benchmark assessments)5 Students who are not doing well in their classe
310、s(e.g.,have below-average GPAs,grades,or performance on benchmark assessments)2 Students who ask for support or express interest 6 Students who are nominated by teachers or other staff 1 Students who are identified as at risk of not moving on to the next grade level 4 All students 81 Other 0 NOTE:Re
311、spondents who indicated their school served any of grades 912 were instructed to respond to this item.54 35.Which of the following best describes how students receive support for transitions to postsecondary education and careers?(n=481)Weighted Percentage One-on-one support 35 Through a regularly s
312、cheduled advisory period 28 Through intermittent or stand-alone programming(e.g.,a one-time assembly or occasional workshop)10 Through out-of-school time programming(e.g.,afterschool)2 During a course specifically designated for supporting postsecondary education or career transitions 10 During an a
313、lready scheduled academic course(e.g.,“push-in”content)11 Other 4 NOTE:Respondents who indicated their school served any of grades 912 were instructed to respond to this item.36.Which of the following best describes how students receive support for transitions to postsecondary education and careers?
314、(n=479)Weighted Percentage Very few are receiving sufficient supports Some but not all are receiving sufficient supports Almost all are receiving sufficient supports N/A or Not Sure High-achieving students(e.g.,high GPA,test scores)5 30 64 1 Underachieving students(e.g.,low GPA,test scores)6 50 44 1
315、 Low-income students(e.g.,those receiving free or reduced-price lunch)3 45 51 1 Students of color 4 40 50 6 SWD 4 30 65 1 Students who do not expressly ask for support 13 49 37 1 Students who are identified as being at risk of not moving on to the next grade 5 43 50 2 9th grade students 12 44 40 4 1
316、0th grade students 9 49 40 3 11th grade students 2 41 55 2 12th grade students 2 30 66 2 NOTE:Respondents who indicated their school served any of grades 912 were instructed to respond to this item.55 37.Which of the following barriers are preventing every single student in your school from receivin
317、g sufficient support to be ready to successfully transition into postsecondary education and careers?(n=478)Weighted Percentage Not in Top 3 1st Choice 2nd Choice 3rd Choice Adequate academic preparation coming into high school 81 6 6 7 Affordability of available support 90 2 3 5 Staffing constraint
318、s 50 19 16 14 Course availability 87 4 4 5 Time needed for delivering support 53 18 17 12 Awareness of supports that work for specific student needs 79 5 6 10 Prioritization/incentives from district leadership 93 2 2 3 Availability of data on student pathways after high school 91 2 2 4 Lack of stude
319、nt motivation 41 25 19 15 Inadequate support from families 64 9 15 12 Lack of available career-technical courses 86 4 4 6 Other 94 3 1 1 NOTE:Respondents who indicated their school served any of grades 912 were instructed to respond to this item.Respondents were instructed to select their top 3 barr
320、iers.38.Which of the following resources does your school or school district most need to ensure students are better prepared for postsecondary education or their future careers?(n=477)Weighted Percentage Not in Top 3 1st Choice 2nd Choice 3rd Choice Third-party support for students by an organizati
321、on specializing in postsecondary transition and success 90 3 3 5 Access to best practices for postsecondary transition and success working in other schools 72 8 9 11 Collaboration with local colleges and universities on aligning academic pathways 72 10 9 9 Curricula,materials,technology,or other res
322、ources related to postsecondary planning 81 5 8 6 Better tools to support family engagement 56 14 15 15 Professional development for school employees on what career readiness means and how to achieve it 67 11 10 12 Career academies,linked learning programs,or other programs that link high school cur
323、riculum with a specific career pathway 68 10 12 10 High school career-technical courses 73 10 10 7 56 Weighted Percentage Not in Top 3 1st Choice 2nd Choice 3rd Choice School counselors focused on helping students make choices about their future careers 63 18 9 10 Engagement and support by the local
324、 business community(e.g.,internships,information interviewing)72 8 11 9 Other 96 2 1 1 NOTE:Respondents who indicated their school served any of grades 912 were instructed to respond to this item.Respondents were instructed to select their top 3 barriers.39.Does your school have goals(e.g.,more stud
325、ents are accepted to college every year)and/or specific targets(e.g.,85 percent of students will be accepted to college by 2023)for the following?(n=478)Weighted Percentage Do Not Have a Goal Have a Goal but No Specific Target Have a Goal with a Specific Target Whether or not students enroll in coll
326、ege after high school 29 47 24 The specific postsecondary institutions where students are enrolling after high school 51 36 13 Student college graduation(whether or not students graduate within 6 years)47 34 20 The percentage of your students who are accepted to college 33 46 21 The average graduati
327、on rates of colleges to which students from your school enroll 49 32 19 The percentage of your students who apply to college 31 44 25 The percentage of your students who completed the SAT or ACT and/or the scores they receive 24 34 42 FAFSA completion 23 32 45 Remediation rates in college 62 29 9 Co
328、llege Fit or Match scores 68 24 8 NOTE:Respondents who indicated their school served any of grades 912 were instructed to respond to this item.40.How much impact do you believe that the following have on students postsecondary education?(n=478)Weighted Percentage No Impact Minor Impact Major Impact
329、Teachers 0 19 81 High school college counselors 2 35 64 School leaders and other non-teaching school staff 1 51 48 Students themselves 0 5 95 Parents or other family members 0 10 89 57 Weighted Percentage No Impact Minor Impact Major Impact The high school experience,as a whole(e.g.,curriculum,instr
330、uction,and extracurricular activities)0 20 80 Peers 1 34 66 Neighborhood 8 51 40 Colleges and universities 2 54 44 The business community 16 71 14 Other 47 13 39 NOTE:Respondents who indicated their school served any of grades 912 were instructed to respond to this item.Data for Decisionmaking 41.Du
331、ring the current school year(20212022)what kinds of student data do you have access to through an electronic data management system(s)?If you have access to these data,are they disaggregated by student race,ethnicity,and income(e.g.,free-or reduced-price lunch)?(n=1,650)Weighted Percentage I have ac
332、cess to these data but they are not disaggregated by student race,ethnicity,and income(e.g.,free or reduced-price lunch)I have access to these data and they are disaggregated by student race,ethnicity,and income(e.g.,free or reduced-price lunch)N/AI dont have access to these data in an electronic da
333、ta management system Standardized test scores 14 83 2 Formative student assessment scores 29 62 10 Student grades/GPA 30 65 5 Attendance 20 79 1 Student disciplinary history 19 78 2 Course enrollment histories 24 39 37 Postsecondary application outcomes 12 17 71 Social and emotional competencies 20 27 53 Postsecondary enrollment outcomes 12 16 72 Postsecondary transition outcomes 12 15 73 58 42.Pr