Table of Contents 1. Executive Summary 2. Background Information: - - PowerPoint PPT Presentation

BELLEVUE SCHOOL DISTRICT

Panorama Student Survey Update Fall 2017

Board Presentation – January 16, 2018 Presented by: Naomi Calvo – Director of Research, Evaluation & Assessment The Bellevue School District Mission: ❖ To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. For additional information regarding this presentation contact: Naomi Calvo, Director of Research, Evaluation & Assessment Email: calvon@bsd405.org Phone: (425) 456-4274

Table of Contents

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1. Executive Summary 2. Background Information: Description of the Panorama Student Survey 3. Survey Results 4. Next Steps 5. Questions/More Information 6. Appendix

Executive Summary (1/6)

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High-level findings

▪ Overview: District-wide the percent favorable across all survey domains is 67%. This means that two-thirds of students report largely positive perceptions of school climate, pedagogy, engagement, classroom environment and support relationships with their teachers. ▪ National comparisons: While we are not currently able to compare our results to national benchmarks (we have customized our survey instead of using the standard full domains), Panorama staff have told us that our results are fairly typical. ▪ Trends over time: Domain scores remained stable from Fall 2016 to Fall 2017 with the exception of School Climate in middle school, which dropped six points (from 67% to 61% favorable). ▪ Trends across grade levels:

• In most domains elementary students feel more positive than high school students by 5-10

percentage points. For Classroom Environment the opposite is true: secondary school students are more likely to report that class rules are fair and students are better behaved than elementary students.

• On most Relationship questions (a key area of focus), positive perception is also generally

greater in younger grades than older grades. An exception is that in high school, students report more positive perceptions on the teacher relationship questions as they go from ninth to twelfth grade, while at the same time they feel less positive about peer interactions.

• The percentage of students who “feel connected to adults at school” declines steadily from

64% in third grade to a low of 29% in ninth grade, and then climbs back up to 44% by twelfth grade.

Slides 13 15-17

Executive Summary (2/6)

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Focus area: Strong student & staff relationship questions, by group

Trends by race/ethnicity: ▪ At the elementary school level, Asian, White and Multi-Ethnic students are more likely to report that “students with different skin colors treat each other well at school” (82-84%) than Hispanic (76%) and especially Black students (60%). ▪ At the middle school level, White students are substantially more likely to report that “students of different races/ethnicities get along well at school” (79%) than Asian and Hispanic students (68-71%), with Black students least likely to respond favorably (51%). ▪ At high school the differences are less pronounced. White students are still most likely to respond favorably (75%), with Asian, Hispanic and Black students clustered at 61-63% favorable. ▪ White and Asian students are more likely to “feel like they belong” than students of other races in grades 3-8. In high school, White students report feeling like they belong the most (61%) followed by Asian and Hispanic students (around 50%) and then Black students (40%).

Slides 15-17

Executive Summary (3/6)

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Relationships, continued ▪ Overall, low-income students tend to have a lower favorability than non-low-income students on the student relationship questions, but to have a more positive or neutral perception on the teacher relationship questions. ▪ For the most part, students receiving special education services also tend to report lower favorability on the student relationship questions and higher favorability on the teacher questions than students not receiving special education services. There is some variation in this that requires further exploration, however (such as why elementary school students are more likely to report that their teachers know them but less likely to report that their teachers would be concerned if the students walked into class upset). ▪ The pattern for English learners varied by school level.

• At the elementary level, English learners are less likely to say that they felt like they

belonged and are also less likely to say that students with different skin colors treated each other well. However, they are more likely to feel like their teacher know them well.

• At the middle school level, English learners report the same or more positive

perceptions than students proficient in English on most relationship questions; the exception is that they are less favorable on “how well students from different race/ethnicities get along.”

• The picture at the high school level is mixed and hard to interpret.

Slides 15-17

Executive Summary (4/6)

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Relationships, continued ▪ In grades 3-5 there are no significant differences between girls and boys on any of the relationship questions. In middle school, girls tend to report slightly less positive perceptions than boys, and by high school these differences are pronounced. High school girls have 5-10 points lower favorability on most of the relationship questions. ▪ The pattern for students in the Gifted program varies by school level.

• At the elementary level, students in the Gifted program have favorability responses 8

points higher than students in the traditional program on all the student relationship

• questions. However, they are substantially less likely to feel that their teachers know

them well.

• At the secondary level, there are no significant differences in how students feel

about belonging, friendliness, or a warm & welcoming school environment, but students in the Gifted program are substantially more likely to feel that students of different races/ethnicities don’t get along well, and are also less positive about the teacher relationship questions than students in the traditional program. Slides 15-17

Executive Summary (5/6)

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Focus area: equity & inclusion climate

▪ A new section of the school climate survey found that a majority of secondary students report hearing negative remarks on sexism, ability, body weight, and homophobia from

• ther students at school on a regular basis (sometimes, often or frequently as opposed to

rarely or never). A third to a half of students also reported hearing negative remarks about race and religion. ▪ Depending on the topic, 8-15% of students also reported hearing these types of negative remarks from teachers. ▪ If a teacher was present when negative remarks were made, about half of students reported that teachers intervened “always” or “most of the time” (as opposed to “rarely”

• r “never”), and only 15% said that other students intervened if present.

▪ Less than 25% of students were likely to report harassment or assault to school staff. Of those that did, only 35-45% said that the staff response was “very” or “somewhat” effective. Slides 19-21

Executive Summary (6/6)

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School findings

▪ At the secondary level there is markedly little variation across schools in overall favorability ratings averaged across domains (the range is 64-70%). The School Climate domain has the greatest variation, especially for middle schools where it ranges by 25 percentage points. In some of the other domains like Pedagogical Effectiveness there is only a 6 point spread across schools. ▪ There is greater variation across elementary schools, especially for the School Climate and Classroom Environment domains which each have a 27-point range. There is not much variation in either Pedagogical Effectiveness or Supportive Relationships, however (the range is around 10 points). ▪ Some elementary school bright spots are that Bennett, Jing Mei, Medina, Newport Heights and Puesta del Sol all made significant gains across multiple domains in Fall 2017. Lake Hills, Sherwood Forest, and Somerset saw significant improvement in Supportive Relationships, a main area of focus. ▪ Most middle schools saw a decline in School Climate ratings of 3-10 points in Fall 2017 (the exception was International, which remained the same). Big Picture and Odle both had 5 point drops in Supportive Relationships. Other domains did not change significantly across middle schools. ▪ High schools stayed mostly stable between Fall 2016 and 2017. Slides 22-23

Student Survey Background Information

9 ❖ Who: Students in grades 3-12 take the survey. ❖ What: The survey takes 15-20 minutes and covers: ▪ School climate (sense of belonging, school safety) ▪ Feedback for individual teachers (pedagogy, classroom environment, supportive relationships)* ❖ Why: To gather student feedback on our schools and classrooms, so that we can continue to improve. (Panorama data are not used for evaluation purposes.) ❖ When: Administered district-wide in the spring of 2015 and 2016; starting in the fall of 2016 we switched to a fall survey window, with an optional second administration in the spring. ❖ How: The survey is run through Panorama Education (www.panoramaed.com), in order to preserve student and teacher confidentiality and be administered efficiently.

*Students fill out the teacher survey for two of their teachers. At the elementary level, they fill it out for their homeroom teacher and one randomly chosen specialist. At the secondary level, they fill it out for two randomly selected teachers.

Refining the survey over time

10 ❖ Based on feedback from teachers, we made substantial changes to the survey the second time we gave it (spring 2016) in order to: ▪ Shorten it dramatically ▪ Make the wording of the elementary school questions more age- appropriate ❖ As a result, while we can compare the results of some individual survey questions from 2015 to 2016, we can’t compare domain scores. ❖ We also moved the main administration from spring to fall, so that we get results in time to use during the current school year. While there has been little change in overall scores from spring to fall, we are still learning how timing affects results. District-wide, we currently have comparable data for Fall 2016 and Fall 2017 (the focus of this presentation).

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The summary metric for each question is the percent of students responding

• favorably. The top two answer choices for each question are considered
• favorable. (Each question has its own set of answer choices.) In the following

examples, the responses considered “favorable” are in blue:

How are survey results reported?

Overall, how much do you feel like you belong at your school?  Do not belong  Belong a little bit  Belong somewhat  Belong quite a bit  Completely belong How safe do you usually feel at school?  Not at all safe  A little bit safe  Somewhat safe  Quite safe  Extremely safe % Favorable % Favorable

Summary results are reported by domain

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Classroom Environment

• How often do students behave

well in this class?

• How fair or unfair are the rules for

the students in your class? Pedagogical Effectiveness

• How often does this teacher give you

feedback that helps you learn?

• How clearly does this teacher teach the

information that you need to learn? Student Engagement

• Are activities in this class

intellectually engaging?

• Are there opportunities for you to

participate in this class? Supportive Relationships

• Does this teacher take the time to get to know

you?

• How comfortable are you asking this teacher

questions about what you are learning in class?

Example Questions

Summary Results, Fall 2016 & 2017

13 % Responding Favorably

GRADES 3-5 GRADES 6-8 GRADES 9-12

DOMAIN Fall 2016 Fall 2017 Change Fall 2016 Fall 2017 Change Fall 2016 Fall 2017 Change

School Climate 72 72 67 61

• 6

64 62

• 2

Pedagogical Effectiveness 72 74 2 72 70

• 2

69 68

• 1

Supportive Relationships 65 67 2 63 61

• 2

61 61 Classroom Environment 58 58 77 76

• 1

81 79

• 2

Student Engagement NA NA NA 66 66 63 63 ❖ Overall scores remained stable from Fall 2016 to Fall 2017, except for middle school climate which dropped by six points (a change of >4 points is statistically significant)

Note: Data are color-coded to make trends more apparent, with higher scores greener.

Area of focus: Relationships

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❖ Much of our work this year and last has focused on relationships (both student-student and student-staff), because:

✓ Fostering strong relationships is a core practice of Culturally Responsive Teaching & Learning (Relationships, Realness, Relevance, and Rigor). ✓ Students need to know that others care about them in order to be successful academically and emotionally. ❖ There are 7-8 Panorama questions that focus on relationships. Survey results for these questions are shown on the next three slides, separately for elementary, middle and high schools. Parallel slides highlighting the differences across groups can be found in the appendix.

‘Relationship’ Questions: Grades 3-5

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Category How much do you feel like you belong at your school? How friendly are students at this school? How well do students with different skin colors treat each

• ther at school?

How connected do you feel to adults at your school? How well does your teacher know you? Does your teacher care about how you're feeling? If you walked into class upset, how concerned would your teacher be? Overall % Favorable

71 66 82 59 61 72 67

Asian

73 68 82 61 60 72 67

White

70 65 85 58 63 72 65

Hispanic

68 62 76 61 64 74 72

Black

63 55 60 64 61 73 66

Multi-Ethnic

66 64 84 51 59 71 65

English Learner

62 62 66 58 67 73 70

Proficient in English

72 66 84 59 61 72 66

Low Income

64 58 70 59 63 74 71

Not Low Income

72 67 84 59 61 72 66

Special ed services

71 65 73 59 66 73 62

No special ed services

70 66 82 59 61 72 67

Female

69 64 83 61 59 73 67

Male

72 67 80 58 63 72 67

Gifted

77 72 88 58 54 71 66

Traditional

69 64 80 59 63 73 67

Grade 3

71 70 81 64 71 78 71

Grade 4

71 65 83 61 61 73 68

Grade 5

69 62 82 53 53 66 62

% Responding Favorably (Fall 2017)

Note: Colors are a “heat map” intended to help make data trends more apparent. Green is high and red is low.

‘Relationship’ Questions: Grades 6-8

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Category Overall, how much do you feel like you belong at your school? Is your school a warm and welcoming place? How friendly are students at your school? How well do students of different races/ethnicities get along with each other at your school? How connected do you feel to the adults at your school? Does this teacher take the time to get to know you? If you walked into class upset, how concerned would your teacher be? When your teacher asks how you are doing, how often do you feel that your teacher is really interested in your answer? Overall % Favorable

62 59 56 73 41 51 56 65

Asian

62 62 57 68 38 48 54 62

White

65 57 54 79 43 53 57 67

Hispanic

56 63 60 71 47 57 62 68

Black

50 48 50 51 36 55 57 61

Multi-Ethnic

63 52 51 74 34 49 53 63

English Learner

60 69 59 65 47 64 62 67

Proficient in English

62 58 55 73 40 50 55 65

Low Income

54 57 55 69 45 54 58 63

Not Low Income

64 59 56 74 40 50 55 65

Special ed services

58 58 54 68 53 64 62 67

No special ed services

63 59 56 73 40 50 55 65

Female

60 60 54 74 38 48 54 64

Male

65 58 57 72 43 53 57 66

Gifted

65 58 54 67 33 44 52 62

Traditional

62 59 56 74 42 52 57 65

Grade 6

62 65 57 79 44 52 60 67

Grade 7

66 59 57 72 43 53 56 65

Grade 8

59 52 53 68 36 48 52 63

% Responding Favorably (Fall 2017)

‘Relationship’ Questions: Grades 9-12

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Category Overall, how much do you feel like you belong at your school? Is your school a warm and welcoming place? How friendly are students at your school? How well do students of different races/ethnicities get along with each other at your school? How connected do you feel to the adults at your school? Does this teacher take the time to get to know you? If you walked into class upset, how concerned would your teacher be? When your teacher asks how you are doing, how often do you feel that your teacher is really interested in your answer? Overall % Favorable

55 55 58 70 34 47 55 67

Asian

51 56 60 63 32 44 53 66

White

61 57 58 76 36 50 57 69

Hispanic

49 53 54 66 33 51 57 67

Black

40 48 53 61 39 52 55 66

Multi-Ethnic

55 54 54 73 34 48 57 68 English Learner 48 61 57 61 37 56 56 66 Proficient in English 55 55 58 70 34 47 55 68

Low Income

45 52 53 66 35 50 56 67

Not Low Income

57 56 59 70 34 47 55 68 Special ed services 50 58 54 64 40 57 64 70 No special ed services 55 55 58 70 34 47 55 67

Female

51 52 54 69 30 45 55 66

Male

59 59 62 70 39 50 56 69

Gifted

56 55 61 66 26 38 53 64

Traditional

55 55 58 70 35 48 56 68

Grade 9

56 59 60 77 29 44 51 64

Grade 10

56 56 60 71 31 44 53 65

Grade 11

54 53 56 66 35 51 58 71

Grade 12

54 52 53 62 44 52 60 72

% Responding Favorably (Fall 2017)

Area of focus: A climateof equity & inclusion

18 ❖ This fall we included a new section in the School Climate survey in grades 6- 12, focusing on the extent to which students hear negative remarks around racism, sexism, homophobia, religion, ability, and body weight; and the extent to which students and staff intervene if they hear such remarks.* ❖ Because there are five questions per topic, it would make the survey too long to include all six topics on every student’s survey. Therefore we added one randomly chosen topic area to each student survey (in other words, students answered the five questions about sexism OR the five questions about racism, religion, etc). ❖ The actual survey questions can be found in the appendix, and results are summarized by topic in the following tables. ❖ These results establish a baseline climate measure that will be used to help evaluate our district equity and inclusion work.

*These questions are from the national GLSEN survey (localsurvey.glsen.org)

Equity & Inclusion Climate Questions: Grades 6-8

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Question

Religion Racism Homophobia Body Weight Sexism Ability How often have you heard negative remarks about [topic] at your school? [Sometimes / Often / Frequently]

34 39 46 52 62 65

Would you say that these negative remarks are made by: [Some of the students / Most of the students]

24 28 38 33 39 43

How often do you hear these remarks from teachers or school staff? [Sometimes / Often / Frequently]

15 8 8 14 12 11

When negative remarks are made and a teacher or other school staff person is present, how often does the teacher or staff person intervene or do something about it? [Never / Some of the time]

46 50 55 50 54 48

When you hear these remarks, how often does another student intervene or do something about it? [Never / Some of the time]

72 79 84 80 82 84 % Responding as indicated in the question

Equity & Inclusion Climate Questions: Grades 9-12

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Question Religion Racism Homophobia Body Weight Sexism Ability How often have you heard negative remarks about [topic] at your school? [Sometimes / Often / Frequently]

43 49 55 50 67 64

Would you say that these negative remarks are made by: [Some of the students / Most of the students]

24 33 41 32 46 43

How often do you hear these remarks from teachers or school staff? [Sometimes / Often / Frequently]

10 8 8 10 13 8

When negative remarks are made and a teacher or other school staff person is present, how often does the teacher or staff person intervene or do something about it? [Never / Some of the time]

53 48 53 47 57 51

When you hear these remarks, how often does another student intervene or do something about it? [Never / Some of the time]

84 83 89 83 87 89 % Responding as indicated in the question

HIB-related questions

21

Question Grades 6-8 Grades 9-12 In the past year, how often have you had mean rumors or lies spread about you by students at your school? [Never / Rarely] 56 60 In the past year, how often have you felt excluded or "left out" on purpose by students at your school? [Never / Rarely] 59 58 [If applicable] How often did you report when you were harassed or assaulted in school to a teacher, the principal or other school staff person? [Always / Most of the time] 23 17 [If applicable] Overall, how effective was the staff response in addressing the problem the last time you reported it? [Very effective / Somewhat effective] 46 35 % Responding favorably

Note: These questions were new in Fall 2017, so no prior year comparisons are available.

Domain results by school: Elementary

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School

Fall 2016 Fall 2017 Change Fall 2016 to 2017

School Climate Classroom Environment Pedagogical Effectiveness Supportive Relationships School Climate Classroom Environment Pedagogical Effectiveness Supportive Relationships School Climate Classroom Environment Pedagogical Effectiveness Supportive Relationships Ardmore 71 51 75 75 63 42 75 71

• 8
• 9
• 4

Bennett 76 61 72 65 81 61 79 73 5 7 8 Cherry Crest 77 65 78 70 74 63 76 66

• 3
• 2
• 2
• 4

Clyde Hill 74 56 70 60 68 55 71 62

• 6
• 1

1 2 Eastgate 74 58 72 70 79 58 73 67 5 1

• 3

Enatai 75 55 72 64 72 51 72 65

• 3
• 4

1 Jing Mei 70 61 69 56 75 66 75 66 5 5 6 10 Lake Hills 61 49 71 62 58 49 74 70

• 3

3 8 Medina 73 63 74 65 76 69 77 69 3 6 3 4 Newport Heights 75 60 72 67 79 62 79 72 4 2 7 5 Phantom Lake 73 54 72 65 68 59 76 68

• 5

5 4 3 Puesta del Sol 74 61 67 60 73 62 72 65

• 1

1 5 5 Sherwood Forest 58 47 66 55 54 44 69 63

• 4
• 3

3 8 Somerset 69 57 67 59 69 57 71 64 4 5 Spiritridge 73 62 74 65 77 63 77 69 4 1 3 4 Stevenson 68 55 80 77 59 48 76 72

• 9
• 7
• 4
• 5

Woodridge 71 55 75 67 70 56 76 67

• 1

1 1 Grade 3-5 BSD Average 72 58 72 65 72 58 74 67 2 2

% Responding Favorably

Domain results by school: Secondary

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FALL 2016 FALL 2017 CHANGE FALL 2016 TO FALL 2017 School School Climate Classroom Environment Pedagogical Effectiveness Supportive Relationships Student Engagement School Climate Classroom Environment Pedagogical Effectiveness Supportive Relationships Student Engagement School Climate Classroom Environment Pedagogical Effectiveness Supportive Relationships Student Engagement Big Picture 76 69 73 68 66 73 72 71 63 66

• 3

3

• 2
• 5

Chinook 66 78 72 63 66 59 75 69 60 65

• 7
• 3
• 3
• 3
• 1

Highland 58 75 74 65 66 48 73 71 65 65

• 10
• 2
• 3
• 1

International 68 79 73 62 67 68 75 69 58 64

• 4
• 4
• 4
• 3

Odle 64 75 71 63 65 59 75 69 58 64

• 5
• 2
• 5
• 1

Tillicum 70 78 72 64 67 66 80 73 63 70

• 4

2 1

• 1

3 Tyee 72 77 72 62 66 65 77 70 61 65

• 7
• 2
• 1
• 1

Grade 6-12 BSD Average 67 77 72 63 66 61 76 70 61 66

• 6
• 1
• 2
• 2

Bellevue HS 64 82 70 62 65 64 80 68 62 63

• 2
• 2
• 2

Big Picture 75 75 70 63 60 72 71 70 66 61

• 3
• 4

3 1 Interlake HS 66 81 69 59 64 61 77 67 58 62

• 5
• 4
• 2
• 1
• 2

International 61 79 68 60 61 63 81 68 58 62 2 2

• 2

1 Newport HS 60 84 69 61 62 60 81 70 63 65

• 3

1 2 3 Sammamish HS 66 80 71 65 63 62 77 67 62 62

• 4
• 3
• 4
• 3
• 1

Grade 9-12 BSD Average 64 81 69 61 63 62 79 68 61 63

• 2
• 2
• 1

% Responding Favorably

Schools are using survey results to:

24

❖ Identify areas of strength and opportunity ❖ Form a starting point for discussions around how to improve school and classroom climate ❖ Help evaluate the effectiveness of School Improvement Plan strategies ❖ Help determine staff professional development needs

Our survey system is evolving…

25

Currently we administer four surveys annually:

1. Student Panorama survey provides feedback for teachers and principals 2. Teacher survey provides feedback for each building administrator 3. Staff Organizational Health survey provides feedback to principals and department heads on organizational effectiveness 4. Family School Board survey provides feedback to the Board

We are starting a conversation about aligning our surveys and potentially bringing them into a single platform

26

❖ This fall we are piloting Panorama’s staff and family surveys, which complement their student survey ❖ Administering student, staff and family surveys through Panorama’s platform would have a number of advantages: ✓ It would create an integrated, aligned system ✓ It would be easy to compare results across groups

✓ It would allow us to compare our results to national benchmarks ✓ It would give us access to validated survey questions and domains, along with the option of including our own questions ✓ It would be easier and more efficient to administer ❖ We will collect feedback from all stakeholders before making a decision on survey next steps.

Questions / More Information

27 For additional information regarding this presentation contact: The Bellevue School District Mission: ❖ To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. Naomi Calvo, Director of Research, Evaluation & Assessment Email: calvon@bsd405.org Phone: (425) 456-4274

Supplementary Materials

• Companion slides to pages 15-17, highlighting differences across

groups

• Survey questions

How to interpret the “difference” tables

29 The next three tables are companions to those found in Slides 15-17, and are intended to be looked at side by side with those slides. These next slides show the difference across groups, to make the data trends more apparent.

1st row: repeat of % responding favorably (from Slides 15-17). One row within the category is blank; this is the reference group (Asians, in this example). Shows point difference from the reference row. Red is a statistically significant negative difference; green is a statistically significant positive difference. Example for the “how much do you feel like you belong” question: Overall 55% of students responded favorably (i.e. reported that they belonged “completely” or “quite a bit”). Companion Slide 17 shows that White students felt like they belonged the most (61% favorable) compared to 51% of Asians students and 40% of Black students. The “differences” table shown here displays the differences between groups, making it easier to see patterns in responses across categories. In this case, compared to Asian students, the favorability rate for White students is 10 percentage points higher and for Black students it is 11 points

• lower. (Asians were arbitrarily chosen as the reference group.)

How to read Tables 30-32:

Grades 3-5: How group responses compare

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Category How much do you feel like you belong at your school? How friendly are students at this school? How well do students with different skin colors treat each other at school? How connected do you feel to adults at your school? How well does your teacher know you? Does your teacher care about how you're feeling? If you walked into class upset, how concerned would your teacher be?

Overall % Favorable 71 66 82 59 61 72 67 Asian White

• 3
• 3

3

• 3

3

• 2

Hispanic

• 5
• 6
• 6

4 2 5 Black

• 10
• 13
• 22

3 1 1

• 1

Multi-Ethnic

• 7
• 4

2

• 10
• 1
• 1
• 2

English Learner

• 10
• 4
• 18
• 1

6 1 4 Proficient in English Low Income

• 8
• 9
• 14

2 2 5 Not Low Income Special ed services 1

• 1
• 9

5 1

• 5

No special ed services Female

• 3
• 3

3 3

• 4

1 Male Gifted 8 8 8

• 1
• 9
• 2
• 1

Traditional Grade 3 Grade 4

• 5

2

• 3
• 10
• 5
• 3

Grade 5

• 2
• 8

1

• 11
• 18
• 12
• 9

% Responding Favorably: Difference from reference category (the reference category is the blank row within the group)

Grades 6-8: How group responses compare

31

Category Overall, how much do you feel like you belong at your school? Is your school a warm and welcoming place? How friendly are students at your school? How well do students of different races/ethniciti es get along with each

• ther at your

school? How connected do you feel to the adults at your school? Does this teacher take the time to get to know you? If you walked into class upset, how concerned would your teacher be? When your teacher asks how you are doing, how

• ften do you

feel that your teacher is really interested in your answer? Overall % Favorable 62 59 56 73 41 51 56 65 Asian White 3

• 5
• 3

11 5 5 3 5 Hispanic

• 6

1 3 3 9 9 8 6 Black

• 12
• 14
• 7
• 17
• 2

7 3

• 1

Multi-Ethnic 1

• 10
• 6

6

• 4

1

• 1

1 English Learner

• 2

11 4

• 8

7 14 7 2 Proficient in English Low Income

• 10
• 2
• 1
• 5

5 4 3

• 2

Not Low Income Special ed services

• 5
• 1
• 2
• 5

13 14 7 2 No special ed services Female

• 5

2

• 3

2

• 5
• 5
• 3
• 2

Male Gifted 3

• 1
• 2
• 7
• 9
• 8
• 5
• 3

Traditional Grade 6 Grade 7 4

• 6
• 7
• 1

1

• 4
• 2

Grade 8

• 3
• 13
• 4
• 11
• 8
• 4
• 8
• 4

% Responding Favorably: Difference from reference category (the reference category is the blank row within the group)

Grades 9-12: How group responses compare

32

Category Overall, how much do you feel like you belong at your school? Is your school a warm and welcoming place? How friendly are students at your school? How well do students of different races/ethnicit ies get along with each

• ther at your

school? How connected do you feel to the adults at your school? Does this teacher take the time to get to know you? If you walked into class upset, how concerned would your teacher be? When your teacher asks how you are doing, how

• ften do you

feel that your teacher is really interested in your answer? Overall % Favorable 55 55 58 70 34 47 55 67 Asian White 10 1

• 2

13 4 6 4 3 Hispanic

• 2
• 3
• 6

3 1 7 4 1 Black

• 11
• 8
• 7
• 2

7 8 2 Multi-Ethnic 4

• 2
• 6

10 2 4 4 2 English Learner

• 7

6

• 1
• 9

3 9 1

• 2

Proficient in English Low Income

• 12
• 4
• 6
• 4

1 3 1

• 1

Not Low Income Special ed services

• 5

3

• 4
• 6

6 10 9 3 No special ed services Female

• 8
• 7
• 8
• 1
• 9
• 5
• 1
• 3

Male Gifted 1 3

• 4
• 9
• 10
• 3
• 4

Traditional Grade 9 Grade 10

• 3
• 6

2 2 1 Grade 11

• 2
• 6
• 4
• 11

6 7 7 7 Grade 12

• 2
• 7
• 7
• 15

15 8 9 8

% Responding Favorably: Difference from reference category (the reference category is the blank row within the group)