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Harris Interactive School Poll

Dunlap Community Unit School District #323

A Report of Survey Research2010-2011 School Year


Overview of the Harris Interactive School Poll

Overview

The Harris Interactive School Poll has been designed to provide a school district with information necessary to engage in the continuous improvement of educational services.

Harris Interactive School Poll allows districts to assess the current level of satisfaction stakeholders have with most aspects of the school experience. The analysis determines the experiences and perceptions that have the largest impact on satisfaction and allows a district to develop a fact-based strategic plan to improve satisfaction among the populations they serve.

This system enables a district to establish priorities among potential improvements by identifying the "vital few" actions known to influence stakeholder satisfaction.

Harris Interactive School Poll has been designed primarily as a management tool for educators. The results provide strategic guidance for those responsible for the district as a whole, and for specific school areas and policies. It is not designed as an evaluative tool for personnel. In fact, the study provides feedback at the school and departmental level, but does not identify results for individual employees other than principals and the superintendent.

Throughout the analysis the emphasis is on the improvements a school can make and not on the absolute rating of a particular area or individual. The analysis is structured to facilitate the process of continuous improvement. What matters most is what and how to improve -- not the ratings at a point in time.

Improvement is possible no matter how high or low an area is rated. However, it is essential to concentrate on the "vital few" areas that will lead to improvement and to avoid issues of little or no consequence. Impact analysis is the statistical methodology that identifies these "vital few" for each portion of the questionnaire.

Creating the Questionnaires:Each Harris Interactive School Poll questionnaire emerged as a result of dozens of focus groups, thorough pre-testing, and hundreds of hours of work on the part of school administrators, teachers, parents, and students. Three school districts, two New York State BOCES organizations, and consultants in the educational field were involved in the development process, which occured over the course of a 12 month period.

Overview 2010-2011 Dunlap Community Unit School District #323

Using the Harris Interactive School Poll Data

A Few Words of Caution About the Use of DataSymptoms or Problems? In many cases, data in this report are reported in terms of "% problem." However, the analysis of this survey truly discloses "symptoms," not "problems." This distinction is important. A fever is a symptom. The simple flu is most often the problem, but many other illnesses cause fevers as well. Similarly, disorderly behavior by students is a symptom of a number of different potential problems -- ineffective discipline policies at school, a lack of discipline in children's home life, etc.

A "symptom" is a piece of information that points in the direction of the underlying problem. If teachers complain about inadequate communication with the central administration, that is a symptom. The problem is a restatement of the symptom with its potential causes analyzed and understood.

The usual way to employ this type of data in the continuous improvement process is to examine the symptom through a "Problem Solving Process." This will almost certainly involve further data gathering including focus groups, personal interviews, cross functional teams, etc.

Through the continuous improvement process, the "problem" and its "symptoms" are treated as "opportunities for improvements." Consensual change is the objective, and blame is avoided. The greatest value of the analysis in this report is that it helps to establish the priorities for a continuous improvement process.

As you review these results, we caution you to treat the findings as symptoms of problems that need to be analyzed and understood.

Be Aware of Sample Size! Please note that small sample sizes can affect the calculation of regression models. Regression analysis is difficult, sometimes impossible, if the overall sample size is low (less than 100), or if the number of responses in an individual area is low. Wherever possible, overall District coefficients or “penalties” are applied in building level regressions with low sample sizes to enable the calculation of an Impact Index. Therefore, where sample sizes are small/low, you may see:

- maximum satisfaction scores displayed as “0.0”- current satisfaction ratings higher than the maximum - issues showing penalty values, but no frequency of occurrence - few, or no issues having an impact on satisfaction - “penalty” columns with all values displayed as “0.0”

The last two items can occur with “normal” sample sizes as well, but may be more likely to occur when they are low. Therefore, please review your data tables (accompanied in this report under tabs 12-15) carefully as you read and utilize the information in this report. The data tables are your resource for determining the actual number of responses that are used to calculate the percentages you see in this report.


Population Usable Returns % ReturnElementary Students 829 761 92%

Secondary Students 1956 1572 80%

Teachers/Staff 230 207 90%

Parents 2760 839 30%

RESPONSE RATES

Harris Interactive School Poll Methodology

Methodology

The core Harris Interactive School Pollprogram consists of four separate surveys. The elementary student, secondary student, teacher/staff, and parent surveys are each four pages in length. The questionnaires have been included as an Appendix to this report.

The surveys are anonymous, written questionnaires that take 15-20 minutes to complete. They ask the students, teachers/staff members, or parents about their experience with the school district as well as key overall measures of satisfaction.

The questionnaires employ a specific design, impact analysis, that allows us to use a powerful statistical model to analyze the data. The design was originally developed on behalf of the Xerox Corporation in 1979 as a part of their quality movement. Impact anlysis allows for the use of multivariate diagnostic methods of analysis, which provide much of the management information from the study.

An attempt is made to include all students (grades 3 or 4-12), all teachers and staff, and all parents in the study. For many reasons, including absenteeism, improperly filled out questionnaires, etc., the final sample does not include 100% of the possible respondents.

Student and Teachers/Staff surveys were administered during school time. The Parent survey was either mailed or taken home with the child. The response rates were sufficiently high enough that nonrespondent bias is not relevant. These results are highly reflective of the views of students, teachers, staff, and parents.

All questionnaires were tabulated by Harris Interactive Inc. They were optically scanned and downloaded into a database for analysis.

RESPONSE RATES


The Harris Interactive School Poll Approach

1. The Use of Dichotomous (Yes/No) Questions Each section of the questionnaire uses either a dichotomous (Yes/No) response or a three point scale where the responses are "excellent," "adequate," or "inadequate." The items in each section come from several sources -- focus groups, volunteered responses to pre-test questionnaires, and faculty and staff members of school districts who reviewed the questionnaires during the pilot year. When satisfaction questionnaire respondents talk about the things that make them satisfied or dissatisfied, they talk about very specific events, circumstances, or conditions they experience. The questions attempt to capture the respondent's language.

The number of items in each section reflects two conflicting requirements: - the need to include every event, condition, or circumstance that might have an important influence on stakeholder satisfaction, and - the need to keep the questionnaire to a manageable length.

In each section, the necessity of reaching a compromise between these opposing requirements forced the deletions of some issues that appeared less important to the satisfaction of the respondents.

The above items are the "symptoms" that our analysis links with varying degrees of satisfaction and dissatisfaction. They are the factors that we use to explain what is driving satisfaction. For example, an impact chart may indicate that the top issue for teachers is the effect of disorderly student behavior on overall teachers/staff satisfaction. This "symptom" may be mentioned by 46 percent of the respondents. We do not understand from this analysis what "causes" the disorderly behavior, but we know that the behavior is having a negative effect on the satisfaction of the employees in the schools.

Items are grouped logically by subject matter in a section, and the sections are designed to encompass the various ways that students, teachers and staff, and parents experience their schools and the district. There is a separate statistical analysis for every section in the questionnaires.

Our School Poll research has a number of unique elements:1. Phrasing of most questions as dichotomous events rather than using repetitive rating scales2. Collecting evaluative overall ratings and ratings of particular areas of interest

3. Combining the rate of occurrence of the experience and its importance into a summary statistic, which we call the Impact Index

The Event-Oriented ApproachThis is a major reason why the Harris Interactive School Poll is effective. Each questionnaire -- teachers/staff, students, and parents -- is designed in a manner that permits the use of appropriate and powerful statistical modeling. This modeling, which we call impact analysis, provides the assessment of the relative impact of various events, conditions, or circumstances on stakeholder satisfaction.

2. Evaluative Overall RatingsThe questionnaires include both an overall satisfaction rating and ratings of satisfaction within each functional area on an A-F scale after the respondent has evaluated his/her experiences. This causes the respondent to think about specific events before giving an overall rating. The result is a more measured and educated answer from the respondent. These satisfaction scores serve both as tracking measures of performance and as the basis for the modeling process. The A-F responses are converted to an eleven point scale (0-10): A = 10, A- = 9, B+ = 8, B = 7, B- = 6, C+ = 5, C = 4, C- = 3, D+ = 2, D = 1, F = 0.


The Harris Interactive School Poll Approach (Cont'd)3. The Impact IndexThere are two important elements that are required to determine priorities for the improvement of stakeholder satisfaction:

- How often a problem (or symptom) occurs (Incidence Rate) - The effect of the problem on satisfaction for those people who experience it (Importance Rating or Penalty)

How often a problem occurs is measured directly by the survey. How important the problem is among those who experience it is measured through a statistical technique called regression analysis. In these regressions, problems are the independent (predictor) variables and the satisfaction measures are the dependent (predicted) variables. That is to say, the problems respondents experience are used to explain how satisfied these stakeholders are.

The statistical modeling discloses several things: a. the relative rate of change in stakeholder satisfaction that is associated with each of the events, circumstances, or conditions in the survey;b. the maximum score they can achieve within the model if all of the important problems were eliminated; and c. the total amount of satisfaction that can be explained exclusively on the basis of the variables in the model.

The rate of change factor is sometimes called the importance score, and sometimes is referred to as the penalty associated with the various problems. We use the term "penalty" in our charts to describe the difference between the mean satisfaction scores of those who reported that an issue was a problem and those who reported that the same issue was not a problem.

The impact score combines both the incidence rate and the penalty. The incidence rate is multiplied by the penalty for each variable where both scores are greater than zero. This value is then divided by the sum of these scores to produce an impact score for each variable. These impact scores always add to 100 percent.

Each impact score represents the percentage of potential improvement that is attributable to the elimination of each problem. The percentage of improvement is the distance between the current score and the maximum possible score predicted by the model.

Note: A sample size of at least 100 is required to run a building level regression. For buildings where there are less than 100 respondents in any given category, the district level penalty will be applied to the building level incidence to calculate the impact index. The maximum possible score reflected in the corresponding graph will be that of the district rather than the building --the current level of satisfaction at a building can, in fact, be higher than the maximum possible level of satisfaction for the district.

EXAMPLE: Let us say that the following information is true for the teachers/staff in a school district:

- The current score for overall teacher/staff satisfaction is 7.3.- The maximum possible score predicted by the model is 9.3.- The impact of one of the issues, "Disorderly student behavior", is 17%.

If the frequency of employees complaining about student behavior was reduced to zero, overall satisfaction would increase by 17% of the distance between 7.3 and 9.3, or by .34 to a total score of 7.64.

By inference, if a building could eliminate all of the problems listed in the model, overall teachers/staff satisfaction would rise from 7.3 to 9.3. The analysis provides a relative measure of the impact of each problem and points out which problems represent the greatest potential opportunity for improving employee satisfaction.


% with IMPACT

ISSUES INFLUENCING OVERALL SATISFACTION/ AREA MODELS Problem Penalty INDEX

Do you like the food served in the lunch room? 10% 2.9 58%

Main teacher: Ask you to answer questions in class? 7% 2.9 42%

58%

31%

9%2% 1%

50%

29%16%

4% 2%

A B C D F

% District % Bldg

EXAMPLE OVERALL SATISFACTION/AREA MODEL

Students' SatisfactionRating Distribution

Improvement Possible

7.8

9.3

0

2

4

6

8

10

Sati

sfac

tio

n L

eve

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Current Score

Max. Possible ScoreThis graph shows the distribution of satisfaction scores elementary

students provided for the overall satisfaction question.

Penalty for each issue is the difference between the mean satisfaction scores of those who reported that an issue was a

problem and those who reported that the same issue was not a problem. The larger the penalty, the larger the effect of the

problem is on satisfaction for those people who have experienced the issue.

Impact Index is a combination of the penalty and the % reporting the problem. It represents the percent of potential improvement that can be realized if the

occurrence of the problem is reduced to zero.

This graph shows the current satisfaction mean rating with the maximum

possible score.

Example Model

Example Model

OVERALL PERFORMANCE MEASURES

Overall/Graphs 2010-2011 Dunlap Community Unit School District #323

Div. of Harris Black International

ELEMENTARY STUDENT RATINGS FOR AREAS OF THE SCHOOL DISTRICT

8.1

8.4

7.1

8.7

9.0

8.4

0.0 2.0 4.0 6.0 8.0 10.0

School Atmosphere

Equipment and Facilities

The School Bus

Computer Technology

Teachers

Overall Satisfaction

Mean Satisfaction Rating

ELEMENTARY STUDENT RATINGS FOR AREAS OF THE SCHOOL DISTRICT

8.1

8.4

7.1

8.7

9.0

8.4

0.0 2.0 4.0 6.0 8.0 10.0

School Atmosphere


The School Bus

Computer Technology

Teachers



The most common pattern on this chart is for younger (elementary) students to rate their teachers very highly, but

to be more critical of the school bus service.

Elementary students rated six separate areas of the school district in this study. Specific results for these

areas are contained later in the report.



SECONDARY STUDENT RATINGS FOR AREAS OF THE SCHOOL DISTRICT

7.1

7.4

6.4

7.7

7.7

7.5

7.7

7.5

0.0 2.0 4.0 6.0 8.0 10.0

School Atmosphere


The School Bus

Computer Technology

Your Principal

School Counselor

Quality of Teaching



The most common pattern on this chart is for secondary students to be most satisfied with their

teachers and the school counselor.

Secondary students rated eight separate areas of the school district in this study. Specific results for these

areas are contained later in the report.



TEACHERS/STAFF RATINGS FOR AREAS OF THE SCHOOL DISTRICT

8.6

7.7

8.1

8.7

7.9

8.1

8.1

9.1

9.5

9.1

7.3

8.9

8.7

8.6

8.2

7.8

7.5

8.3

7.2

7.7

7.8

8.3

8.5

8.4

6.9

8.8

8.1

8.0

0.0 2.0 4.0 6.0 8.0 10.0

School Atmosphere


Computer Technology

Parental Support

School Board

Superintendent

Central Administration

Principal

Assistant Principal

Direct Supervisor

Involvement/Dec. Making

Your Career

Students



Teachers Staff

The most common pattern on this chart is for employees to be most critical of parental support and of the central office/Superintendent. It is well known in employee research that employees tend to rate the managers at the top of an

organization lower than those in middle management positions. Also, employees are usually more critical of an organization than customers are.

Teachers and staff rated fourteen separate areas of the school district in this study. Specific results for

these areas are contained later in the report.



PARENT RATINGS FOR AREAS OF THE SCHOOL DISTRICT

Other Parent Attitudes

8.1

8.1

8.2

7.6

7.9

7.6

7.7

8.4

7.8

7.2

8.0

0.0 2.0 4.0 6.0 8.0 10.0


The School Bus

Computer Technology

Communications/Involvement

Teachers

Board of Education

Superintendent/Central Office

Principals/Bldg Admin

Curriculum/Training

Budget/Budget Process



6%

7%

3%

0% 25% 50% 75% 100%

Are you proud of your child's school?

Would you recommend your child's school?

Is your child's school safe?

% "No"

The most common result is for parents to be most critical of a District's

curriculum and of the budget process. It is also common to see parents desire

more involvement. Parents tend to be very supportive of teachers and

administrators.

Parents rated eleven separate areas of the school district in this study. Specific

results for these areas are contained later in the report.

These are some other important parent attitudes.


DISTRICT PERFORMANCE AMONG KEY SUBGROUPS

Subgroup 2010-2011 Dunlap Community Unit School District #323


STUDENT SATISFACTION RATINGS: KEY SUBGROUPS

Elementary Students' Satisfactionby Gender of Student

Students' Satisfactionby Grade Level

Secondary Students' Satisfactionby Gender of Student

8.4 8.5

7.5

8.0

8.5

9.0

9.5

10.0

Boy Girl

Me

an S

atis

fact

ion

Rat

ing

7.4 7.6

0.0

2.0

4.0

6.0

8.0

10.0

Boy Girl

Me

an S

atis

fact

ion

Rat

ing

0.0

2.0

4.0

6.0

8.0

10.0

3 4 5 6 7 8 9 10 11 12

Me

an S

atis

fact

ion

Rat

ing

Grade Level of Student

It is most common to find that girls report a higher satisfaction level than boys. This is primarily due to a small cluster of boys who report an extreme dissatisfaction with their school experience. When this group of boys is excluded from the analysis, boys and girls usually will report nearly identical satisfaction ratings.

It is most common to find that girls report a higher

satisfaction level than boys. This is primarily due to a small cluster of boys who

report an extreme dissatisfaction with their

school experience. When this group of boys is

excluded from the analysis, boys and girls usually will

report nearly identical satisfaction ratings.

The trend is for students to start at a high satisfaction level, and for

this rating to decrease as the child gets older. Drop-offs tend to be sharp in middle school years or whenever the student changes

buildings. (NOTE: Primary students not surveyed.)



TEACHERS/STAFF SATISFACTION RATINGS: KEY SUBGROUPS

8.3 8.27.3

0.0

2.0

4.0

6.0

8.0

10.0

Elem Middle High

Me

an S

atis

fact

ion

Rat

ing

Grade Level Taught

7.78.1

0.0

2.0

4.0

6.0

8.0

10.0

Male Female

Me

an S

atis

fact

ion

Rat

ing

8.08.6

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

Teachers Staff

Me

an S

atis

fact

ion

Rat

ing

Teachers' Satisfactionby Grade Level Taught

Teachers' vs. Staff's Satisfaction

Teachers'/Staff's Satisfactionby Gender of Employee

Staff members in any given district tend to be more satisfied than teachers.

Female teachers and staff typically report higher

satisfaction scores than males. The same is true for female

students and parents.

It is typical to see the satisfaction level of stakeholders fall in upper grade levels. The

most common pattern shows sharp decreases in the middle school years, and further decreases in high school grades.



PARENT RATINGS: KEY SUBGROUPS

Parents' Satisfactionby Grade Level of Child

Parents' Satisfactionby Gender of Child

Parents' Satisfactionby Gender of Parent

0.0

2.0

4.0

6.0

8.0

10.0

K 1 2 3 4 5 6 7 8 9 10 11 12

Me

an S

atis

fact

ion

Rat

ing

Grade Level of Child 8.0 8.1

0.0

2.0

4.0

6.0

8.0

10.0

Male Female

Me

an S

atis

fact

ion

Rat

ing

7.9 8.3

0.0

2.0

4.0

6.0

8.0

10.0

Boy Girl

Me

an S

atis

fact

ion

Rat

ing

It is typical to see the satisfaction level of stakeholders fall in upper grade levels. The most common pattern shows sharp decreases in the middle school years, and further decreases in high school grades. Parents will sometimes show a rise in satisfaction during the final two years of school.

There is usually a slightly higher satisfaction rating for parents of

girls than for parents of boys.

Female parents typically report higher satisfaction

scores than males.

It is typical to see the satisfaction level of stakeholders fall in upper grade levels. The most common pattern shows sharp decreases in the middle school years, and further decreases in high school grades. Parents will sometimes

show a rise in satisfaction during the final two years of school.


OVERALL SATISFACTION MODELS

This is the most important section of the report.

It presents a prioritization (for each stakeholder group) of all issues presented in the questionnaires. The questionnaires typically have over 100 items of which less than 10 usually correlate with overall satisfaction.

This section presents the most important issues for the school building to concentrate on when designing new policies and procedures. Some solutions may be building specific: others might require centralized policy changes.

Note that the % problems reported in this section will be different than the % problem reported in the specific area model because the base (N) is calculated differently in each section.

- The base for the area models is the number who answered the rating question for that specific area. - The base for the overall satisfaction models is the number who answered the overall rating.

Overall 2010-2011 Dunlap Community Unit School District #323

% with IMPACT

ISSUES INFLUENCING OVERALL SATISFACTION Problem Penalty INDEX

Is your bus clean? 46% 0.4 14%


Main teacher: Make class fun? 13% 1.1 12%

Is your school too crowded? 25% 0.4 9%

Are school buildings and grounds clean and in good condition? 10% 1.1 9%

Is there enough seating in the lunch room? 19% 0.5 8%

Main teacher: Help you want to learn? 9% 1.0 8%

Is your bus usually on-time? 17% 0.4 7%

Are most other students nice to you? 11% 0.8 7%

Main teacher: Like you? 8% 1.0 7%

Do you get extra help when you need it? 14% 0.4 5%

62%

29%7% 1% 1%

A B C D F

OVERALL SATISFACTION MODEL: ELEMENTARY STUDENTS

Elementary Students' SatisfactionRating Distribution


8.4

9.6

0

2

4

6

8

10

Sati

sfac

tio

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eve

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Current Score

Max. Possible Score


% with IMPACT



Are the rules at your school fair? 33% 0.6 10%

Science Teacher: Assigns interesting homework. 35% 0.5 9%

Is your school preparing you for the world of work? 29% 0.6 9%

Math Teacher: You like what is taught in this class. 33% 0.5 8%

Principal: Handle discipline fairly? 25% 0.6 8%

English Teacher: You learn a lot in this class. 23% 0.5 7%

Other than temperature, are classrooms comfortable? 20% 0.6 6%

Principal: Treat students with respect? 10% 1.1 6%

Do athletic facilities and gym equipment meet your needs? 24% 0.4 5%

Science Teacher: Encourages class participation. 15% 0.6 5%

Is there extra help available when you need it? 14% 0.6 4%

Is vandalism a problem at school? 13% 0.5 4%


40% 42%13% 3% 3%

A B C D F

OVERALL SATISFACTION MODEL: SECONDARY STUDENTS

Secondary Students' Satisfaction Improvement Possible

7.5

9.4

0

2

4

6

8

10

Sati

sfac

tio

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eve

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Current Score

Max. Possible Score


% with IMPACT



Math Teacher: Makes the class interesting. 32% 0.5 11%



Social Studies Teacher: Provides helpful feedback on your work. 16% 0.7 8%




English Teacher: Treats you with respect. 6% 1.2 5%

Do you feel safe riding on your bus? 12% 0.5 4%


Social Studies Teacher: Encourages class participation. 7% 0.8 4%

Does your school do a good job of preparing you for taking standardized tests? 8% 0.6 3%

Science Teacher: Treats you with respect. 6% 0.7 3%

Do other kids try to get you to use drugs in school? 3% 1.1 2%

56%32%

9% 2% 2%

A B C D F

OVERALL SATISFACTION MODEL: MIDDLE SCHOOL STUDENTS

Middle School Students' SatisfactionRating Distribution


8.1

9.6

0

2

4

6

8

10

Sati

sfac

tio

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eve

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Current Score

Max. Possible Score


% with IMPACT




Is your school preparing you for the world of work? 38% 0.5 8%

Science Teacher: Makes the class interesting. 31% 0.6 8%




Are students well-behaved while in school? 30% 0.5 6%

Principal: Treat your conversations as confidential? 16% 0.8 6%

Is there extra help available when you need it? 16% 0.8 6%

English Teacher: Makes the class interesting. 30% 0.4 5%

Do school computers help you learn? 23% 0.5 5%


Do you feel safe while in school? 6% 1.0 3%

Foreign Language Teacher: Grades fairly. 7% 0.8 2%

26%51%

16%4% 3%

A B C D F

OVERALL SATISFACTION MODEL: HIGH SCHOOL STUDENTS

High School Students' SatisfactionRating Distribution

7.0

9.3

0

2

4

6

8

10

Sati

sfac

tio

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eve

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Current ScoreMax. Possible Score



% with IMPACT


The training you receive? 33% 0.8 30%

(Superintendent) Show appreciation for your work? 17% 0.8 16%

Does your school expect academic excellence from all students? 12% 1.2 16%

Do school computers meet your needs? 19% 0.6 14%


(Principal) Provide direction for district/building? 4% 1.6 7%

Have you been assigned to classes you do not feel qualified to teach? 2% 2.1 5%

45% 46%

9%0% 0%

63%

38%

0% 0% 0%

A B C D F

% of Teachers % of Staff

OVERALL SATISFACTION MODEL: TEACHERS/STAFF

Teachers'/Staff's SatisfactionRating Distribution


8.0

8.9

0

2

4

6

8

10

Sati

sfac

tio

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eve

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Current Score

Max. Possible Score


% with IMPACT


(Principal) Reward outstanding performance? 35% 0.8 49%

Threats to teachers/staff by students? 5% 1.9 18%


(Principal) Treat your conversations as confidential? 2% 3.1 11%


52%42%

6% 0% 0%

60%40%

0% 0% 0%

A B C D F


OVERALL SATISFACTION MODEL: ELEMENTARY TEACHERS/STAFF



8.3

8.9

0

2

4

6

8

10

Sati

sfac

tio

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eve

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Current Score

Max. Possible Score


% with IMPACT









54%40%

6% 0% 0%

75%

25%0% 0% 0%

A B C D F


OVERALL SATISFACTION MODEL: MIDDLE SCHOOL TEACHERS/STAFF

8.3

8.9

0

2

4

6

8

10

Sati

sfac

tio

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eve

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Current Score

Max. Possible Score




% with IMPACT









27%

56%

16%0% 0%

67%

33%

0% 0% 0%

A B C D F


OVERALL SATISFACTION MODEL: HIGH SCHOOL TEACHERS/STAFF



7.5

8.9

0

2

4

6

8

10

Sati

sfac

tio

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Current Score

Max. Possible Score


% with IMPACT


Do teachers communicate to you when your child does something well? 53% 0.3 13%

Can you access your child's homework on a website? 50% 0.3 12%

Does your child receive enough individual attention from teachers? 23% 0.6 9%

Is the homework assigned appropriate? 16% 0.8 9%

(Super./Central) Improving the overall quality of instruction? 14% 0.8 8%

Working with you to meet the special needs of your child? 18% 0.5 7%

Allowing you to be involved with your child's education? 18% 0.5 6%

Do you have a serious problem with any of your child's teachers? 13% 0.5 5%

(Super./Central) Providing opportunities for parental involvement? 12% 0.6 5%

Are there enough resource materials for your child? 11% 0.6 5%

Are administrators responsible in their handling of district finances? 8% 0.8 5%

Are teacher salaries too high for the work they do? 7% 0.8 4%

Were you satisfied with the administration's support given to your child? 7% 0.7 4%


Are you treated with respect by administrators? 4% 0.9 3%

Does school provide a safe environment for your child? 3% 0.9 2%

51%38%

8% 2% 0%

A B C D F

OVERALL SATISFACTION MODEL: PARENTS

Parents' SatisfactionRating Distribution


8.0

9.6

0

2

4

6

8

10

Sati

sfac

tio

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Current Score

Max. Possible Score


% with IMPACT






Do teachers challenge your child to learn? 13% 0.7 9%

Was the problem you took to the administration resolved satisfactorily? 8% 1.0 8%

Courses for children with learning disabilities? 12% 0.6 7%




Does school provide a safe environment for your child? 2% 1.7 3%

58%33%

7% 1% 1%

A B C D F

OVERALL SATISFACTION MODEL: ELEMENTARY PARENTS



8.3

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(Board) Improving the course offerings in the schools? 15% 1.2 15%

Do athletic facilities/gym equipment meet your child's needs? 10% 1.7 14%





Does your child receive training on how to use the computer? 10% 0.9 7%

56%33%

9% 2% 0%

A B C D F

OVERALL SATISFACTION MODEL: MIDDLE SCHOOL PARENTS



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Providing enough parent-teacher conferences/open houses? 27% 0.6 13%

(Super./Central) Developing ways to maintain discipline in the schools? 17% 1.0 13%

Variety of academic courses available? 28% 0.6 12%


Extracurricular opportunities? 15% 0.8 9%

Have budget restrictions affected your child's education? 11% 0.9 8%


38%49%

10% 3% 1%

A B C D F

OVERALL SATISFACTION MODEL: HIGH SCHOOL PARENTS



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ATMOSPHERE OF THE SCHOOL

Next, area-specific models are presented.

The following sections present the most important issues within each area (School Atmosphere, Equipment and Facilities, Bus, etc.) that the school building should concentrate on when designing new policies and procedures. Some solutions may be building specific: others might require centralized policy changes.

Note that the % problems reported in the following sections will be different than the % problem reported in the overall satisfaction models because the base (N) is calculated differently in each section.

- The base for the area models is the number who answered the rating question for that specific area. - The base for the overall satisfaction models is the number who answered the overall rating.

ATMOSPHERE OF THE SCHOOL

Atmosphere 2010-2011 Dunlap Community Unit School District #323

% with IMPACT

SCHOOL ATMOSPHERE ISSUES Problem Penalty INDEX





Do students help each other with school work? 21% 0.4 10%


Is gossip a serious problem at school? 34% 0.0 0%

Are school assemblies usually interesting? 16% 0.0 0%

Do you feel safe walking to and from school? 8% 0.0 0%

53%34%

11% 1% 1%

A B C D F

SCHOOL ATMOSPHERE: ELEMENTARY STUDENTS



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Is there enough time between classes? 43% 0.6 12%

Do teachers encourage extracurricular activities? 31% 0.7 11%

Do students have a say in school policies that affect them? 69% 0.3 10%

Is gossip a serious problem at school? 56% 0.4 10%

Do you feel too much pressure to compete for good grades? 42% 0.3 7%




Do students help each other with school work? 12% 0.5 3%


Do other kids try to get you to use drugs in school? 6% 0.4 1%

Are school assemblies interesting? 49% 0.0 0%

Are there too many students in some of your classes? 35% 0.0 0%

Do you feel pressure from other students to be sexually active in school? 10% 0.0 0%

Do you feel safe walking to and from school? 7% 0.0 0%

Do other kids try to get you to drink alcohol in school? 6% 0.0 0%

29%48%

18%3% 2%

A B C D F

SCHOOL ATMOSPHERE: SECONDARY STUDENTS

Secondary Students' SatisfactionRating Distribution


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Do other teachers/staff go out of their way for you? 25% 0.9 34%


Is gossip among teachers/staff a serious problem? 19% 0.7 22%

Are rules for teachers/staff at your school fair? 4% 1.9 12%



Do you have enough time for helping individual students? 68% 0.0 0%

Are there too many students in any of your classes? 58% 0.0 0%

Is your workload too high? 48% 0.0 0%

Do you have enough time for planning and grading? 40% 0.0 0%

Is student learning time protected from disruptions in your class? 38% 0.0 0%

Do you have adequate time for classroom instruction? 15% 0.0 0%

Is there enough time between classes? 11% 0.0 0%



50%40%

10%0% 0%

56%38%

6% 0% 0%

A B C D F


SCHOOL ATMOSPHERE: TEACHERS/STAFF



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EQUIPMENT AND FACILITIES

Equipment/Facilities 2010-2011 Dunlap Community Unit School District #323

% with IMPACT

EQUIPMENT AND FACILITIES ISSUES Problem Penalty INDEX

Are school bathrooms clean? 30% 1.0 31%


Does the school library meet your needs? 25% 0.6 15%




Is the temperature in your classrooms usually comfortable? 23% 0.0 0%

Are there enough textbooks for students? 8% 0.0 0%

59%

32%7% 1% 1%

A B C D F

EQUIPMENT AND FACILITIES: ELEMENTARY STUDENTS



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Is there enough safe and accessible student parking? 38% 0.8 17%




Is your hallway locker in a good location? 35% 0.2 5%



Are there enough textbooks for students? 12% 0.6 4%

Does the school library have adequate seating and space for you to work? 12% 0.7 4%

Does the school library have enough books and resources to meet your needs? 18% 0.3 3%

Is the temperature in your classrooms usually comfortable? 47% 0.0 0%

37% 43%

14%4% 2%

A B C D F

EQUIPMENT AND FACILITIES: SECONDARY STUDENTS



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Do copiers/printers at your school meet your needs? 33% 0.8 26%

Do library resources meet your needs? 22% 0.8 17%

Does equipment in your area meet the needs of students? 19% 0.8 14%

Is the school's audiovisual (AV) equipment adequate? 9% 1.3 11%

Is there enough space in the library to accommodate your class(es) for research? 30% 0.0 0%

Is the temperature in your work area usually comfortable? 28% 0.0 0%

Do you spend too much of your own money on supplies? 27% 0.0 0%

Does the teacher/staff lounge meet your needs? 21% 0.0 0%

Do library resources meet the needs of your students? 20% 0.0 0%

Is there enough safe and accessible staff parking? 15% 0.0 0%

Are your needs for working space met? 14% 0.0 0%

Are telephones available for you to use? 14% 0.0 0%


Are there enough current textbooks for students? 12% 0.0 0%


42% 45%

10% 2% 0%

31%

56%

6% 6% 0%

A B C D F


EQUIPMENT AND FACILITIES: TEACHERS/STAFF



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Is your child's school too crowded? 49% 0.5 22%

Do athletic facilities/gym equipment meet your child's needs? 16% 1.1 16%

Is there enough safe and accessible parking? 36% 0.5 14%

Is food served in the lunch room nutritious? 27% 0.4 9%


Does the library meet your child's needs? 18% 0.5 7%

Does science/lab equipment meet your child's needs? 14% 0.6 7%

Are your child's classrooms comfortable? 11% 0.7 7%


Are there enough textbooks for your child? 7% 0.6 3%

47% 43%

9% 1% 0%

A B C D F

EQUIPMENT AND FACILITIES: PARENTS



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THE SCHOOL BUS

Bus 2010-2011 Dunlap Community Unit School District #323

% with IMPACT

SCHOOL BUS ISSUES Problem Penalty INDEX

Are students well-behaved on your bus? 59% 1.0 30%


Is your bus driver helpful and friendly? 17% 2.4 21%

Is your bus ride too long? 26% 0.7 9%



Is the bus stop close enough to your house? 12% 0.0 0%

36% 38%18%

5% 2%

A B C D F

THE SCHOOL BUS: ELEMENTARY STUDENTS


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Is your bus driver helpful and friendly? 34% 2.1 27%

Are students well-behaved on your bus? 50% 1.2 23%


Is your bus ride too long? 36% 0.8 11%




29% 36%21%

8% 6%

A B C D F

THE SCHOOL BUS: SECONDARY STUDENTS


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Bus2010-2011


% with IMPACT


Are students well-behaved on your child's bus? 24% 1.2 28%

Is your child's bus driver helpful and friendly? 12% 2.1 24%

Is your child's bus ride too long? 22% 0.8 16%

Is your child safe riding on the bus? 5% 2.5 12%

Is your child's bus usually on-time? 7% 1.2 8%


Is your child's bus clean? 9% 0.6 5%

52%36%

10% 2% 0%

A B C D F

THE SCHOOL BUS: PARENTS



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COMPUTER TECHNOLOGY

Computer Technology 2010-2011 Dunlap Community Unit School District #323

% with IMPACT

COMPUTER TECHNOLOGY ISSUES Problem Penalty INDEX

Are school computers up-to-date? 16% 1.3 26%

Are school computers available when you need them? 26% 0.7 23%

Does your teacher put assignments on a website? 43% 0.4 22%



Are you given enough instruction on how to use the computers at school? 5% 1.0 7%

Does your teacher use an interactive/electronic whiteboard in class? 30% 0.0 0%

Are you able to view your grades and test scores on a website? 25% 0.0 0%

Is your classroom teacher prepared to train you on the computer? 20% 0.0 0%

Do you use a computer at school? 1% 0.0 0%

68%

25%5% 1% 1%

A B C D F

COMPUTER TECHNOLOGY: ELEMENTARY STUDENTS



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Are school computers available when you need them? 23% 0.7 13%


Are you given enough instruction on how to use the computers at school? 14% 1.1 12%

Is your classroom teacher prepared to train you on the computer? 29% 0.4 10%

Does your teacher put assignments on a website? 40% 0.3 8%

Are you able to view your grades and test scores on a website? 9% 0.0 0%

Does your teacher use an interactive/electronic whiteboard in class? 5% 0.0 0%

Do you use a computer at school? 4% 0.0 0%

48%35%

13%2% 2%

A B C D F

COMPUTER TECHNOLOGY: SECONDARY STUDENTS



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Does your District allocate sufficient funds to support computer technology? 24% 1.8 38%



Do you feel adequately trained on the computer? 18% 0.8 13%

Do computers support and extend the teaching process? 12% 1.1 11%

Do you use Web resources (blogs, wikis, etc.) in your instruction? 56% 0.0 0%

Do you have access to continued computer training? 51% 0.0 0%

Do you post information on a website for access by your students or their parents? 41% 0.0 0%

Do you use an interactive/electronic whiteboard in class? 41% 0.0 0%

Do school computers meet the needs of your students? 34% 0.0 0%

Are computers integrated into your classroom curriculum? 26% 0.0 0%

Do computers support and extend the learning process? 14% 0.0 0%

Do computers allow students to become better learners? 9% 0.0 0%

COMPUTER TECHNOLOGY: TEACHERS/STAFF



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49%

16%2% 0%

56%38%

6% 0% 0%

A B C D F



% with IMPACT


Can you access your child's homework on a website? 53% 0.6 43%

Do school computers meet your child's needs? 12% 1.8 29%

Does your district allocate sufficient funds to support computer technology? 14% 1.1 21%

Do school computers help your child learn? 6% 0.9 7%

Can you access your child's grades and test scores on a website? 18% 0.0 0%

Does your child use a computer at home for schoolwork? 11% 0.0 0%

Does your child receive training on how to use the computer? 6% 0.0 0%

Does your district have a policy regarding Internet access? 0% 0.0 0%

50%41%

8% 1% 0%

A B C D F

COMPUTER TECHNOLOGY: PARENTS



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QUALITY OF TEACHING

Teaching 2010-2011 Dunlap Community Unit School District #323

TEACHER ISSUES % with IMPACT

Does the teacher who you spend the most time with...? Problem Penalty INDEX

Main teacher: Make class fun? 13% 1.9 27%

Main teacher: Like some kids more than others? 35% 0.6 22%

Main teacher: Like you? 8% 2.1 18%

Main teacher: Help you outside of class time? 42% 0.3 13%

Main teacher: Give interesting homework? 35% 0.3 11%

Main teacher: Help you want to learn? 9% 0.9 9%

Main teacher: Tell you how you are doing? 20% 0.0 0%

Main teacher: Write comments on your papers? 19% 0.0 0%

Main teacher: Miss too many days of school? 9% 0.0 0%

Main teacher: Ask you to answer questions in class? 6% 0.0 0%

Main teacher: Do your parents know your main teacher? 2% 0.0 0%

80%

13%4% 2% 1%

A B C D F

YOUR MAIN TEACHER: ELEMENTARY STUDENTS



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MATH TEACHERS ISSUES Problem Penalty INDEX

Math Teacher: Makes the class interesting. 38% 1.1 22%


Math Teacher: You learn a lot in this class. 20% 1.1 12%

Math Teacher: You have a serious problem with this teacher. 15% 1.4 11%

Math Teacher: Is well organized and prepared. 17% 1.1 10%

Math Teacher: Treats you with respect. 12% 1.3 8%

Math Teacher: Grades fairly. 14% 0.9 6%

Math Teacher: Provides helpful feedback on your work. 29% 0.3 5%

Math Teacher: Returns work and tests promptly. 18% 0.5 5%

Math Teacher: Gives you individual attention. 28% 0.3 4%

Math Teacher: Encourages class participation. 16% 0.3 3%

Math Teacher: Requires the use of the school library. 83% 0.0 0%

Math Teacher: Assigns interesting homework. 55% 0.0 0%

50%

28%12% 6% 4%

A B C D F

MATH TEACHERS: SECONDARY STUDENTS



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ENGLISH TEACHERS ISSUES Problem Penalty INDEX

English Teacher: Makes the class interesting. 28% 1.0 17%

English Teacher: Grades fairly. 20% 1.3 15%

English Teacher: You like what is taught in this class. 32% 0.5 10%

English Teacher: Treats you with respect. 11% 1.6 10%

English Teacher: Returns work and tests promptly. 30% 0.5 9%

English Teacher: You learn a lot in this class. 23% 0.7 9%

English Teacher: You have a serious problem with this teacher. 13% 1.3 9%

English Teacher: Assigns interesting homework. 40% 0.3 7%

English Teacher: Provides helpful feedback on your work. 21% 0.4 5%

English Teacher: Is well organized and prepared. 10% 0.6 4%

English Teacher: Gives you individual attention. 28% 0.2 3%

English Teacher: Encourages class participation. 10% 0.4 2%

English Teacher: Requires the use of the school library. 29% 0.0 0%

53%

29%10% 4% 4%

A B C D F

ENGLISH TEACHERS: SECONDARY STUDENTS



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SCIENCE TEACHERS ISSUES Problem Penalty INDEX

Science Teacher: Makes the class interesting. 23% 1.2 16%

Science Teacher: You like what is taught in this class. 26% 0.9 13%

Science Teacher: Provides helpful feedback on your work. 29% 0.6 11%

Science Teacher: Grades fairly. 17% 1.0 11%


Science Teacher: You have a serious problem with this teacher. 14% 1.1 10%

Science Teacher: Is well organized and prepared. 18% 0.8 9%

Science Teacher: You learn a lot in this class. 16% 0.9 9%

Science Teacher: Treats you with respect. 9% 1.4 7%

Science Teacher: Encourages class participation. 15% 0.5 4%

Science Teacher: Requires the use of the school library. 57% 0.0 0%

Science Teacher: Gives you individual attention. 28% 0.0 0%

Science Teacher: Returns work and tests promptly. 19% 0.0 0%

54%

26%12% 4% 3%

A B C D F

SCIENCE TEACHERS: SECONDARY STUDENTS



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SOCIAL STUDIES TEACHERS ISSUES Problem Penalty INDEX

Social Studies Teacher: Makes the class interesting. 13% 1.0 12%

Social Studies Teacher: Provides helpful feedback on your work. 23% 0.5 10%

Social Studies Teacher: Grades fairly. 10% 1.1 10%

Social Studies Teacher: You like what is taught in this class. 16% 0.6 9%

Social Studies Teacher: Is well organized and prepared. 13% 0.8 9%

Social Studies Teacher: You learn a lot in this class. 13% 0.8 9%

Social Studies Teacher: Assigns interesting homework. 31% 0.3 8%

Social Studies Teacher: Gives you individual attention. 28% 0.3 8%

Social Studies Teacher: Returns work and tests promptly. 17% 0.6 8%

Social Studies Teacher: Treats you with respect. 6% 1.6 8%

Social Studies Teacher: You have a serious problem with this teacher. 10% 0.6 5%

Social Studies Teacher: Encourages class participation. 10% 0.4 4%

Social Studies Teacher: Requires the use of the school library. 50% 0.0 0%

64%

24%8% 2% 2%

A B C D F

SOCIAL STUDIES TEACHERS: SECONDARY STUDENTS



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FOREIGN LANGUAGE TEACHERS ISSUES Problem Penalty INDEX

Foreign Language Teacher: You learn a lot in this class. 21% 1.5 22%

Foreign Language Teacher: You like what is taught in this class. 25% 1.1 18%

Foreign Language Teacher: Makes the class interesting. 19% 1.0 13%

Foreign Language Teacher: Gives you individual attention. 21% 0.8 12%

Foreign Language Teacher: Is well organized and prepared. 15% 1.2 12%

Foreign Language Teacher: Grades fairly. 12% 1.4 11%

Foreign Language Teacher: You have a serious problem with this teacher. 11% 0.9 7%

Foreign Language Teacher: Treats you with respect. 8% 0.9 5%

Foreign Language Teacher: Requires the use of the school library. 63% 0.0 0%

Foreign Language Teacher: Assigns interesting homework. 35% 0.0 0%

Foreign Language Teacher: Returns work and tests promptly. 26% 0.0 0%

Foreign Language Teacher: Provides helpful feedback on your work. 21% 0.0 0%

Foreign Language Teacher: Encourages class participation. 10% 0.0 0%

58%

23%9% 4% 6%

A B C D F

FOREIGN LANGUAGE TEACHERS: SECONDARY STUDENTS



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TEACHER ISSUES Problem Penalty INDEX



Are you getting enough feedback on your child's performance? 31% 0.6 12%

Do teachers communicate to you when your child has a problem? 25% 0.7 11%

Do teachers provide opportunities for parental involvement? 35% 0.4 9%

Do you know most of your child's teachers? 20% 0.6 7%


Do teachers challenge your child to learn? 14% 0.7 6%


Are teachers available when you need to speak with them? 9% 0.9 5%

Do teachers treat you with respect? 3% 1.5 3%


Are teacher salaries too low for the work they do? 40% 0.0 0%

Do you communicate enough with your child's teachers? 24% 0.0 0%

Have you ever tried to have your child assigned to a different teacher? 8% 0.0 0%

48%37%

12%2% 0%

A B C D F

YOUR CHILD'S TEACHERS: PARENTS


Improvement Possible-

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OVERALL TEACHER RATINGS: SECONDARY STUDENTS

7.6

7.8

7.7

8.4

7.8

6.2

8.0

8.1

7.9

6.9

8.2

8.3

7.9

9.0

0.0 2.0 4.0 6.0 8.0 10.0

Math

English

Science

Social Studies

Foreign Language

Bus Courses/Computers

Music/Band/Orch/Chor

Physical Ed

Special Ed

Vocational Ed

Health

Library

Home and Careers

Art

Mean Overall Rating

Mean Overall Teacher Ratings

This graph shows the overall mean rating (on a 0 to 10 scale)

for each type of teacher districtwide. Typically, there is a

wide range of scores in this graph, signifying that real improvement is possible.


OTHER TEACHERS/STAFF

Other Teachers/Staff 2010-2011 Dunlap Community Unit School District #323

% % %

OTHER STAFF Excellent Average Poor

Music Teacher 48% 41% 11%

Reading Teacher 81% 17% 2%

Math Teacher 82% 15% 3%

Gym Teacher 70% 25% 5%

Art Teacher 64% 28% 9%

Principal 91% 8% 1%

Library Staff 82% 17% 1%

School Nurse 70% 24% 7%

Cafeteria Staff 61% 31% 8%

School Counselor 75% 22% 3%

Custodians 78% 20% 2%

School Secretaries 90% 9% 1%

OTHER PEOPLE AT SCHOOL: ELEMENTARY STUDENTS

Elementary Students were asked to rate the types of employees they come in contact with during the

school day. The percent of students who rated each as "Excellent" is shown in the table above.



90%

64%

86%

88%

64%

88%

10%

36%

14%

12%

36%

12%

0% 25% 50% 75% 100%

School secretaries?

School nurse?

Custodial staff?

Cafeteria staff?

Hall …

Library staff?

% of Secondary Students

% Yes % No

RATINGS OF OTHER AREAS: SECONDARY STUDENTS

Are the following people helpful to you?

How would you rate the following?

82%

84%

82%

86%

88%

91%

82%

87%

87%

81%

18%

16%

18%

14%

12%

9%

18%

13%

13%

19%

0% 25% 50% 75% 100%

Special Courses in Math?

Special Courses in English?

Special Courses in Science?

Special Courses in Soc. …

Special Courses in For. Lang?

After School Sports?

After School Clubs?

After School Music?

After School Art?

After School Drama/Plays?

% of Secondary Students

% Adequate % Inadequate

This graph shows the % of students who report that other

types of school staff are helpful to them.

Extracurriculars and Electives can be an important part of a

student's school experience.

Students were asked to rate the

availability of these opportunities.



OTHER AREAS: TEACHERS/STAFF

19%

6%

6%

6%

25%

19%

0%

38%

0%

0%

1%

12%

12%

6%

27%

27%

10%

44%

9%

12%

0% 25% 50% 75% 100%

Students

Teachers

Staff

Parents

Superintendent

Cent Admin

Bldg Admin

Bd of Ed

Dir Supers

Principal

% of Teachers /Staff Reporting "Inadequate" Communications

Teachers

Staff

0%

38%

13%

6%

0%

6%

0%

13%

0%

6%

25%

25%

25%

0%

0%

2%

28%

10%

5%

30%

5%

13%

19%

8%

7%

11%

13%

14%

12%

11%

0% 25% 50% 75% 100%

Secretaries

Health Office

Custodians

Cafeteria

Counselors

Teachers

Computer Support

Library Staff

Transport. Staff

Media/Resource

Psychologists

Social Workers

State Ed Officials

Union Reps

Teacher Aides

% of Teachers/Staff Reporting "Inadequate" Level of Support

Teachers

Staff

Teachers'/Staff'sPerception of Communications

Teachers'/Staff'sPerception of Support Received

This graph shows the % of teachers and staff who feel that they receive

an "Inadequate" level of support from the listed groups.

This graph shows the % of teachers and staff who feel that their communications with the

listed types of employees is "Inadequate".


ADMINISTRATION OF THE SCHOOL AND DISTRICT

Administration 2010-2011 Dunlap Community Unit School District #323

PRINCIPAL ISSUES % with IMPACT

Does your principal...? Problem Penalty INDEX


Principal: Help you with problems? 29% 0.9 19%


Principal: Have time available for you? 28% 0.7 14%

Principal: Treat your conversations as confidential? 15% 1.0 12%

Principal: Support student activities? 10% 0.7 5%

52%

29%11% 4% 4%

A B C D F

PRINCIPAL: SECONDARY STUDENTS



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SCHOOL COUNSELOR ISSUES % with IMPACT

Does your school counselor..? Problem Penalty INDEX

Counselor: Go out of his/her way for you? 35% 1.3 29%

Counselor: Help you with problems? 21% 1.7 23%

Counselor: Give good advice regarding classes? 21% 1.1 16%

Counselor: Have time available for you? 19% 0.9 12%

Counselor: Treat your conversations as confidential? 10% 1.3 8%

Counselor: Support student activities? 16% 0.7 7%

Counselor: Help with scheduling? 17% 0.5 5%

Counselor: Give good advice about jobs? 29% 0.0 0%

Counselor: Help you prepare/register for taking the SAT or ACT? 28% 0.0 0%

Counselor: Give good advice about college? 26% 0.0 0%

47%31%

14% 5% 4%

A B C D F

SCHOOL COUNSELOR: SECONDARY STUDENTS



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SCHOOL BOARD ISSUES % with IMPACT

Do these people ...? Problem Penalty INDEX

(BOE) Ask for your suggestions/opinions? 28% 1.2 75%

(BOE) Handle student discipline fairly? 7% 1.6 25%

(BOE) Provide you with feedback on your work? 34% 0.0 0%

(BOE) Reward outstanding performance? 31% 0.0 0%

(BOE) Make themselves available during the day? 27% 0.0 0%

(BOE) Show appreciation for your work? 24% 0.0 0%

(BOE) Provide direction for district/building? 23% 0.0 0%

(BOE) Provide you with support for your work? 22% 0.0 0%

(BOE) Show confidence in you? 7% 0.0 0%

(BOE) Treat you with respect? 6% 0.0 0%

(BOE) Treat your conversations as confidential? 2% 0.0 0%

BOARD OF EDUCATION: TEACHERS/STAFF


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56%

18%1% 0%

56%

25% 19%0% 0%

A B C D F




SUPERINTENDENT ISSUES % with IMPACT

Does this person...? Problem Penalty INDEX


(Superintendent) Show confidence in you? 8% 1.5 25%

(Superintendent) Provide direction for district/building? 5% 1.7 17%

(Superintendent) Handle student discipline fairly? 5% 1.7 17%

(Superintendent) Provide you with feedback on your work? 28% 0.0 0%

(Superintendent) Reward outstanding performance? 28% 0.0 0%

(Superintendent) Make themselves available during the day? 19% 0.0 0%

(Superintendent) Provide you with support for your work? 16% 0.0 0%

(Superintendent) Ask for your suggestions/opinions? 11% 0.0 0%

(Superintendent) Treat you with respect? 4% 0.0 0%

(Superintendent) Treat your conversations as confidential? 1% 0.0 0%

41% 44%

13%2% 0%

46% 46%

8% 0% 0%

A B C D F


SUPERINTENDENT: TEACHERS/STAFF



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CENTRAL ADMINISTRATION ISSUES % with IMPACT

Does this person/these people ...? Problem Penalty INDEX

(Central Admin.) Reward outstanding performance? 26% 1.4 61%

(Central Admin.) Provide direction for district/building? 15% 1.6 39%

(Central Admin.) Provide you with feedback on your work? 25% 0.0 0%

(Central Admin.) Show appreciation for your work? 17% 0.0 0%

(Central Admin.) Ask for your suggestions/opinions? 14% 0.0 0%

(Central Admin.) Provide you with support for your work? 14% 0.0 0%

(Central Admin.) Make themselves available during the day? 10% 0.0 0%

(Central Admin.) Show confidence in you? 7% 0.0 0%

(Central Admin.) Handle student discipline fairly? 4% 0.0 0%

(Central Admin.) Treat you with respect? 3% 0.0 0%

(Central Admin.) Treat your conversations as confidential? 1% 0.0 0%

39%48%

13%0% 0%

43% 50%

7% 0% 0%

A B C D F


CENTRAL ADMINISTRATION: TEACHERS/STAFF



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BUILDING ADMINISTRATION/PRINCIPAL ISSUES % with IMPACT

Does this person/these people ...? Problem Penalty INDEX

(Principal) Reward outstanding performance? 32% 0.7 27%

(Principal) Ask for your suggestions/opinions? 14% 1.0 17%

(Principal) Make themselves available during the day? 6% 1.7 13%

(Principal) Provide you with support for your work? 11% 0.9 12%

(Principal) Handle student discipline fairly? 6% 1.7 12%

(Principal)) Treat you with respect? 5% 2.0 12%


(Principal) Show appreciation for your work? 15% 0.0 0%

(Principal) Provide you with feedback on your work? 10% 0.0 0%

(Principal) Show confidence in you? 7% 0.0 0%

(Principal) Treat your conversations as confidential? 5% 0.0 0%

60%

29%7% 3% 0%

71%

29%

0% 0% 0%

A B C D F


BUILDING ADMINISTRATION/PRINCIPAL: TEACHERS/STAFF



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ASSISTANT PRINCIPAL ISSUES % with IMPACT

Does this person ...? Problem Penalty INDEX

(Asst. Principal) Handle student discipline fairly? 14% 1.3 41%

(Asst. Principal) Treat you with respect? 3% 4.3 29%

(Asst. Principal) Show confidence in you? 5% 1.4 16%

(Asst. Principal) Treat your conversations as confidential? 4% 1.6 14%

(Asst. Principal) Reward outstanding performance? 24% 0.0 0%

(Asst. Principal) Ask for your suggestions/opinions? 9% 0.0 0%

(Asst. Principal) Provide you with support for your work? 9% 0.0 0%

(Asst. Principal) Show appreciation for your work? 9% 0.0 0%

(Asst. Principal) Provide you with feedback on your work? 8% 0.0 0%

(Asst. Principal) Provide direction for district/building? 7% 0.0 0%

(Asst. Principal) Make themselves available during the day? 2% 0.0 0%

59%36%

4% 0% 1%

80%

20%0% 0% 0%

A B C D F


ASSISTANT PRINCIPAL: TEACHERS/ STAFF



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DIRECT SUPERVISOR ISSUES % with IMPACT

Does this person...? Problem Penalty INDEX

(Direct Supervisor) Provide direction for district/building? 12% 2.0 53%

(Direct Supervisor) Treat you with respect? 4% 5.4 47%

(Direct Supervisor) Reward outstanding performance? 19% 0.0 0%

(Direct Supervisor) Provide you with support for your work? 9% 0.0 0%

(Direct Supervisor) Ask for your suggestions/opinions? 8% 0.0 0%

(Direct Supervisor) Show appreciation for your work? 8% 0.0 0%

(Direct Supervisor) Handle student discipline fairly? 7% 0.0 0%

(Direct Supervisor) Show confidence in you? 7% 0.0 0%

(Direct Supervisor) Treat your conversations as confidential? 5% 0.0 0%

(Direct Supervisor) Provide you with feedback on your work? 5% 0.0 0%

(Direct Supervisor) Make themselves available during the day? 4% 0.0 0%

64%

26%6% 4% 0%

71%

29%

0% 0% 0%

A B C D F


DIRECT SUPERVISOR: TEACHERS/STAFF



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% with IMPACT

BOARD OF EDUCATION ISSUES Problem Penalty INDEX

(Board) Responding to the needs and concerns of parents? 27% 1.3 37%

(Board) Improving the overall quality of instruction? 19% 1.3 26%

(Board) Providing opportunities for parental involvement? 21% 0.6 13%

(Board) Developing ways to maintain discipline in the schools? 16% 0.7 12%

(Board) Managing negotiations with teachers/staff over salaries? 11% 1.1 12%

(Board) Improving the course offerings in the schools? 26% 0.0 0%

38% 43%

15%3% 0%

A B C D F

BOARD OF EDUCATION: PARENTS



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SUPERINTENDENT/CENTRAL ADMINISTRATION ISSUES Problem Penalty INDEX

(Super./Central) Responding to the needs and concerns of parents? 27% 1.0 29%

(Super./Central) Improving the overall quality of instruction? 21% 1.2 26%

(Super./Central) Providing opportunities for parental involvement? 19% 0.9 19%

(Super./Central) Developing ways to maintain discipline in the schools? 16% 0.9 15%

(Super./Central) Managing negotiations with teachers/staff over salaries? 10% 1.1 11%

(Super./Central) Improving the course offerings in the schools? 25% 0.0 0%

43% 42%

12%2% 1%

A B C D F

SUPERINTENDENT/CENTRAL ADMINISTRATION: PARENTS



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% with IMPACT

PRINCIPAL/BUILDING ADMINISTRATION ISSUES Problem Penalty INDEX

Was the problem you took to the administration resolved satisfactorily? 12% 1.6 28%

Does the building administration provide opportunities for parental involvement? 16% 1.1 25%


Are you treated with respect by administrators? 5% 2.8 21%

Do you know your child's principal or vice principal? 6% 0.6 5%

Have you ever taken a problem to the administration? 38% 0.0 0%

Has your child needed the administration's support? 27% 0.0 0%

64%

26%7% 2% 1%

A B C D F

PRINCIPAL/BUILDING ADMINISTRATION: PARENTS


Improvement

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CURRICULUM/TRAINING

Curriculum 2010-2011 Dunlap Community Unit School District #323

% with IMPACT

CURRICULUM/TRAINING ISSUES Problem Penalty INDEX

Counseling on the selection of courses? 27% 0.7 17%

Variety of academic courses available? 22% 0.6 13%

Required academic curriculum? 15% 0.9 13%

Extracurricular opportunities? 17% 0.7 12%


Preparation of students for the work world? 20% 0.5 9%

Competitive athletic opportunities? 17% 0.5 9%

Training in the use of computers? 14% 0.6 8%

Training for dealing with issues such as drugs, AIDS, crime, etc.? 18% 0.4 7%

Courses for advanced students? 31% 0.0 0%

Preparation of students for taking standardized tests? 15% 0.0 0%

Preparation of students for college? 14% 0.0 0%

40% 47%

10% 1% 1%

A B C D F

CURRICULUM/TRAINING: PARENTS



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Curriculum 2010-2011 Dunlap Community Unit School District #323

INVOLVEMENT IN DECISION MAKING/COMMUNICATIONS

Involvement 2010-2011 Dunlap Community Unit School District #323

INVOLVEMENT IN DECISION MAKING ISSUES % with IMPACT

How would you rate your level of involvement in ...? Problem Penalty INDEX

Policies that affect you? 44% 1.0 27%

Policies that affect students? 35% 1.2 26%


Team building and problem solving? 25% 0.9 15%

Shaping the school curriculum? 24% 0.9 13%

Evaluating your peers? 51% 0.0 0%

The budget development process? 50% 0.0 0%

Hiring decisions? 41% 0.0 0%

Establishing grading procedures? 26% 0.0 0%

Student promotion/retention? 22% 0.0 0%

Establishing student activities? 19% 0.0 0%

Your own performance appraisal? 18% 0.0 0%

The subjects/grades you teach? 9% 0.0 0%

20%

56%

20%4% 0%

31%44%

25%

0% 0%

A B C D F


INVOLVEMENT IN DECISION MAKING: TEACHERS/STAFF



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COMMUNICATIONS/INVOLVEMENT ISSUES Problem Penalty INDEX

Including parents' views when making decisions? 36% 1.0 22%

Allowing your input into the selection of your child's teachers? 54% 0.5 16%

Providing enough parent-teacher conferences/open houses? 22% 0.9 12%



Communicating when your child has a problem? 21% 0.8 10%

Keeping you informed about school activities? 16% 0.9 8%

Keeping you informed about your child's academic progress? 13% 0.7 6%

Providing volunteer opportunities? 10% 0.6 4%

44% 38%

13%3% 1%

A B C D F

COMMUNICATIONS/INVOLVEMENT: PARENTS


Improvement

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SATISFACTION WITH STUDENTS

Students 2010-2011 Dunlap Community Unit School District #323

SATISFACTION WITH STUDENTS ISSUES % with IMPACT

Is the following a problem at your school? Problem Penalty INDEX

Student absenteeism? 40% 0.5 37%

Inappropriate student dress? 26% 0.6 27%

Disorderly student behavior? 22% 0.6 26%

Threats to teachers/staff by students? 2% 1.4 5%

Guns or knives brought to school by students? 1% 2.8 5%

Inadequate student counseling services? 55% 0.0 0%

Student cell phone use? 37% 0.0 0%

Student apathy that affects learning? 36% 0.0 0%

Too much competition for grades? 33% 0.0 0%

Students cheating? 29% 0.0 0%

Students lacking basic skills? 27% 0.0 0%

Student digital media player use? 26% 0.0 0%

A lack of student support for one another? 21% 0.0 0%

Student alcohol use? 14% 0.0 0%

School rules do not keep order and discipline? 13% 0.0 0%

Lack of recognition of student academic achievement? 10% 0.0 0%

Lack of recognition of student extracurricular achievement? 10% 0.0 0%

Racial/ethnic discord? 8% 0.0 0%

Student fighting? 7% 0.0 0%

Lack of recognition of student athletic achievement? 7% 0.0 0%

Student tobacco use? 5% 0.0 0%

40%55%

4% 0% 0%

63%

38%

0% 0% 0%

A B C D F


SATISFACTION WITH STUDENTS: TEACHERS/STAFF



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PARENTAL SUPPORT

Parental Support 2010-2011 Dunlap Community Unit School District #323

PARENTAL SUPPORT ISSUES % with IMPACT

In your school, how would you rate ...? Problem Penalty INDEX

Parental support of the school discipline policy? 22% 0.9 29%

Parental understanding of the school curriculum? 24% 0.5 18%

Parental support of your work? 8% 1.6 18%

Parental involvement in their child's education? 7% 1.9 18%

Home environments which promote learning? 8% 0.8 10%

Parental support for the school? 3% 1.7 7%

Parental support for homework/ home learning? 15% 0.0 0%

Parental support for extracurricular activities? 6% 0.0 0%

Communication with parents? 5% 0.0 0%

54%39%

5% 2% 0%

63%

31%

6% 0% 0%

A B C D F


PARENTAL SUPPORT: TEACHERS/STAFF



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Parental Support 2010-2011 Dunlap Community Unit School District #323

SATISFACTION WITH CAREER

Career 2010-2011 Dunlap Community Unit School District #323

% with IMPACT

YOUR CAREER ISSUES Problem Penalty INDEX

Do your supervisors feel your job is valuable? 6% 1.1 100%

Are counseling services adequate for your needs? 39% 0.0 0%

Is teacher/staff excellence recognized and rewarded in your district? 37% 0.0 0%

Is your salary fair for the work you do? 31% 0.0 0%

Does your District provide adequate opportunities for training? 27% 0.0 0%

Is your job secure? 13% 0.0 0%

Are you treated as a professional by the community? 13% 0.0 0%

Are you challenged to continually improve? 9% 0.0 0%

Do you enjoy your work? 1% 0.0 0%

67%

31%

2% 0% 0%

75%

25%

0% 0% 0%

A B C D F


YOUR CAREER: TEACHERS/STAFF



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Career 2010-2011 Dunlap Community Unit School District #323

BUDGET/THE BUDGET PROCESS

Budget 2010-2011 Dunlap Community Unit School District #323

% with IMPACT

BUDGET/BUDGET PROCESS Problem Penalty INDEX

Does your school district do a good job communicating regarding the school budget? 42% 1.5 60%


Have budget restrictions affected your child's education? 17% 0.8 14%

Do you have an opportunity for input into the budget process? 53% 0.0 0%

Do your schools give you a good value for your tax dollar? 16% 0.0 0%

Did you vote in the most recent school board/budget election? 16% 0.0 0%

(If yes) Did you vote yes in the budget vote last year? 10% 0.0 0%

28%

52%

16%3% 1%

A B C D F

BUDGET/BUDGET PROCESS: PARENTS



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Budget 2010-2011 Dunlap Community Unit School District #323

OTHER ATTITUDES AND BEHAVIORS

Att./Behavior 2010-2011 Dunlap Community Unit School District #323


OTHER IMPORTANT ATTITUDES/BEHAVIORS: STUDENTS

Elementary Students' Risk Behaviors

Secondary Students' Risk Behaviors

13%

1%

1%

29%

5%

2%

0% 25% 50% 75% 100%

Fought w/ Another Student?

Brought a Knife to School?

Brought a Gun to School?

Been Yelled At?

Served Detention?

Intentionally damaged school property?

% "Yes"

32%

17%

9%

1%

5%

9%

5%

1%

1%

20%

45%

22%

6%

3%

0% 25% 50% 75% 100%

Been Discriminated Against by Student?

Been Discriminated Against by Adult?

Fought with Student?

Fought with Adult?

Smoked?

Drank?

Used Drugs?

Brought Knife to School?

Brought Gun to School?

Cheated?

Been yelled at by an adult in school?

Served Dentention?

Been Suspended?

Intentionally damaged school property?

% "Yes"

These charts show risk behaviors. High levels of

these behaviors can point to a need for an intervention program.



OTHER IMPORTANT ATTITUDES/BEHAVIORS: STUDENTS (Cont'd)

Elementary Students' Physical Activity

91%

76%

50% 75% 100%

Do you enjoy the physical activity programs offered at your school?

Would you like to have more physical activity programs offered at your school?

% "Yes"

This chart shows the attitudes of elementary students toward their physical activity programs



Secondary Students -- Other Attitudes

65%

98%

78%

74%

30%

0% 25% 50% 75% 100%

Parents know your teachers?

Planning to go to college?

Parents involved?

Proud of your school?

Ever feel like a failure?

% "Yes"

This chart shows some other important attitudes held by the

secondary students in the District. The percentage shown is the % who

responded "Yes" to the question.




Secondary Students'Physical Activity

73%

72%

0% 25% 50% 75% 100%

Do you enjoy the physical activity programs offered at your school?

Would you like to have more physical activity programs offered at your

school?

% "Yes"

47%36%

12%3% 1%

A B C D F

Secondary Students' SatisfactionPhysical Activity Rating Distribution

This graph shows the attitudes of students toward their physical activity programs. The percent

shown is the percent who responded "yes" to the question.

This graph shows the distribution of satisfaction scores secondary

students provided for the overall physical activity opportunities

rating question.



OTHER IMPORTANT ATTITUDES/BEHAVIORS: TEACHERS/STAFF

0%

6%

1%

1%

0% 10% 20% 30% 40%

Brought a gun to school?

Brought a knife to school?

% "Yes"

TeachersStaff

75%

100%

100%

94%

100%

100%

100%

59%

97%

90%

93%

97%

98%

90%

0% 25% 50% 75% 100%

More enthusiastic now?

Proud of your school?

Important part of your school?

Would you choose same career?

Recommend to potential staff?

Recommend to friends/neighbors?

Want own Child to attend this school?

% "Yes"

TeachersStaff

Other Teachers'/Staff's

Teachers'/Staff'sRisk Behaviors

These charts contain some key attitudes and risk behaviors that a district may wish to track over time.



OTHER IMPORTANT ATTITUDES/BEHAVIORS: TEACHERS/STAFF

Teachers'/Staff'sPhysical Activity Issues

40%

42%

0% 25% 50% 75% 100%

Should more time be devoted to physical activities during the school

day?

Should there be more opportunities provided for after school physical

activities?

% "Yes"

42%52%

6% 1% 0%

31%44%

25%

0% 0%

A B C D F

% of Teachers% of Staff

Teachers'/Staff's SatisfactionPhysical Activity Rating Distribution

This graph shows the distribution of satisfaction scores teachers and staff provided for the overall

physical activity opportunities rating question.

This chart shows the attitudes of teachers and staff in the District

toward physical activity issues. The percent shown is the percent who responded "yes" to the question.



OTHER IMPORTANT ATTITUDES/BEHAVIORS: PARENTS

86%

60%

0% 25% 50% 75% 100%

Does your child enjoy the physical activity programs offered at your school?

Would you like to have more physical activity programs offered at your school?

% "Yes"

Parents' Physical Activity

39%46%

13%2% 0%

A B C D F

Parents' SatisfactionPhysical Activity Rating Distribution

This chart shows the attitudes of parents in the District toward

physical activity issues.

This graph shows the distribution of satisfaction

scores parents provided for the overall physical activity

opportunities rating question.


APPENDICES

Appendices 2010-2011 Dunlap Community Unit School District #323

The Harris Interactive School Poll Perspective

The Quality Movement

The quality movement is possibly the single most important social movement to take place during the 1980’s in the United States. It grew out of the failure of many American industries to compete successfully with the Japanese and the Germans. From automobiles to electronics to steel, Japanese and German manufacturers set international standards for quality, and established themselves as quality manufacturers.

An appropriate example of the power of the quality movement is the Xerox Corporation. Between 1975 and 1980 Xerox lost market share to the Japanese. Although Xerox created the modern copier industry almost single handedly in the 1960’s, this decline was rapid. The issue for Xerox was quality, and the company acknowledged its problems by confronting its quality failure directly. Today, Xerox manufactures the highest quality copiers in the world, at prices that often cannot be matched abroad, and the firm continues to regain market share from the Japanese.

The strategy that saved Xerox was its adoption of the values and methods of the quality movement. Xerox leadership committed itself to the philosophy of total customer satisfaction, and sought to re-create the culture of the firm.

How Does Quality Apply to Education? This country's ability to compete depends heavily on the quality of the educational system. We must have employees who can compete with their international counterparts in literacy, math competency, and problem solving. The quality movements in business and industry cannot be successful unless public education commits itself to a quality movement of its own.

The Quality Movement and the Harris Interactive School PollBy conducting the Harris Interactive School Poll, the district has embraced at least two important tenets of the quality movement:

- A commitment that customers will drive quality, and - A focus on solutions that are grounded in reliable facts and data.


Measuring Quality in Education

Measurement is an essential component of any school improvement system. Reliable information can ensure that customers drive quality, and that educators focus on issues that will make a difference. "If you can't measure it, you can't do anything about it!"

There are two separate, interrelated approaches to quality measurement. The first is the manufacturing approach. With the manufacturing approach, the central issue is to reduce the failure rate of products. Motorola, for example, established a defect rate goal of Six Sigma, or 3.4 or fewer failures per million. Motorola's improvement in quality was one of the reasons for its success in winning the Malcolm Baldrige Quality Award. A key to Motorola'ssuccess has been objective measurement: the company set out to measure defect rates for every aspect of its operation, from production to finance to marketing.

The second measurement approach is provided by the Xerox experience. Xerox chose to focus most heavily on documenting the satisfaction of customers, both external and internal. For Xerox, the objective was total customer satisfaction.

The two approaches are not exclusive. Both Motorola and Xerox employ both types of measurement. These approaches have a great deal to contribute to public education. In education, the equivalent of the Motorola defect rate is to document such outcomes as drop out rates, failure rates, performance on various tests, and the number of graduates with advanced achievement.

There are strategies of measurement available for these variables, and although they may not be perfect, there is a wealth of this type of performance data available on the public schools. The educational equivalent of total customer satisfaction is to examine the reactions of students, teachers/staff, and parents.

Measuring Quality in Education

School Poll focuses on the manner in which students, teachers, staff, and parents

experience services provided by the district.These stakeholders experience service

delivery through defined events, circumstances, and conditions. Therefore, School Poll aims to measure and analyze

behaviors of those responsible for the events, circumstances, and conditions that students,

teachers/staff, and parents experience.


The Role of Attitudes

The Role of Attitudes

Attitudes are important in satisfaction research, but are considered to be consequences of service delivery, and not causes. Attitudes are important because they affect the future behavior of students, teachers/staff, and parents. To the extent that a district has influence over attitudes, they exercise that influence through behavior, which presumably they can control.

Attitudes are clearly influenced by items over which the district has no control: previous experiences, family background, economic circumstances, etc. Attitudinal components shaped by these elements are important, but the district has little control over what took place in the past.

While important to document attitudes, the only way to affect them is by changing components of the service itself. Attitudinal research does not provide information that is concrete or fixable. What a school district wants to do is fix the causes over which it has control.

Today's behavior is tomorrow's attitude. A child's orientation toward school is the product of many discrete experiences that occur over the life of the child in the educational process. The teacher of today inherits all of the past victories or failures of the child, and those victories and defeats will be registered in the child's attitudes toward education. Harris Interactive School Pollfocuses on items over which educators have direct or indirect control. Improvements made today will result in positive changes.


Harris Interactive School Poll Additional Services

Additional Services

Harris Interactive encourages your district to call us to discuss the results of the study. The personnel working on the project have years of experience interpreting market research data, and can be an important source of guidance for your district throughout the school year.

In addition, there are additional services your district may wish to consider:

Additional Copies of the Research Report: Additional copies are offered at $125 each for the Building level reports, $150 each for the District report. (Districts are encouraged to copy the reports provided.)

Additional Copies of Banner Tables: Up to eight banner tables, two for each stakeholder group (current year, plus tracking when applicable), are included with the report. Additional copies are available for $50 per table.

An In-Person Presentation of Results:Available for $3,500 plus travel expenses for 1-2 representative(s) from Harris Interactive. For Upstate New York Districts, the fee is $1000 plus expenses.

Data on CD: Raw data provided in a format specified by you (SPSS or Excel), available at $150. District report available on CD for $100, Building reports on CD for $25 each.

Cross-Tabulations: Cross-tabs of any two questions in the survey are available for $25 each.

Custom-Designed Banner Tables:The district can specify up to 22 banner points for each survey. Available at $300 per table.


ATMOSPHEREEQUIPMENT/FACILITIES

SCHOOL BUSCOMPUTER TECHNOLOGY

MAIN TEACHEROVERALL SATISFACTION

ELEMENTARY STUDENTSHarris Interactive Database / District Data

2010-2011 Dunlap Community Unit School District #323

ELEMENTARY STUDENTS Harris % Problem District %

SCHOOL ATMOSPHERE ISSUES (Lowest) (Average) (Highest) Problem

Is gossip a serious problem at school? 27% 47% 83% 34%

Are students well-behaved while in school? 13% 31% 75% 24%

Are school assemblies usually interesting? 13% 23% 32% 16%

Is your school too crowded? 10% 21% 39% 25%

Are most other students nice to you? 6% 19% 32% 11%

Are the rules at your school fair? 13% 18% 31% 10%

Do students help each other with school work? 12% 18% 25% 21%

Do you feel safe walking to and from school? 3% 12% 20% 8%

Do you feel safe while in school? 2% 5% 13% 3%

Harris District

(Lowest) (Average) (Highest)

Mean Overall Rating for School Atmosphere 7.0 7.9 8.6 8.1


EQUIPMENT/FACILITIES ISSUES (Lowest) (Average) (Highest) Problem

Are school bathrooms clean? 14% 46% 75% 30%

Do you like the food served in the lunch room? 17% 40% 63% 33%

Is the temperature in your classrooms usually comfortable? 19% 29% 49% 23%

Does the school library meet your needs? 13% 21% 31% 25%

Are school buildings and grounds clean and in good condition? 8% 18% 31% 10%

Is there enough seating in the lunch room? 10% 17% 39% 19%

Other than temperature, are classrooms usually comfortable? 8% 16% 26% 11%

Are there enough textbooks for students? 3% 14% 25% 8%

Harris District


Mean Overall Rating for Equipment/ Facilities 7.0 7.9 8.8 8.4

Atmosphere/Equipment 2010-2011 Dunlap Community Unit School District #323


BUS ISSUES (Lowest) (Average) (Highest) Problem

Are students well-behaved on your bus? 6% 64% 77% 59%

Is your bus clean? 12% 45% 83% 52%

Is your bus usually on-time? 0% 29% 42% 19%

Is your bus driver helpful and friendly? 5% 28% 42% 17%

Is your bus ride too long? 6% 28% 38% 26%

Is the bus stop close enough to your house? 5% 18% 24% 12%

Do you feel safe riding on your bus? 5% 17% 26% 10%

Harris District


Mean Overall Rating for School Bus 5.5 6.5 8.6 7.1


COMPUTER TECHNOLOGY ISSUES (Lowest) (Average) (Highest) Problem

Are school computers available when you need them? 19% 36% 56% 26%

Is your classroom teacher prepared to train you on the computer? 8% 18% 27% 20%

Do school computers meet your needs? 6% 16% 29% 7%

Do school computers help you learn? 5% 9% 20% 6%

Do you use a computer at school? 0% 3% 11% 1%

Are school computers up-to-date? NEW NEW NEW 16%

Are you given enough instruction on how to use the computers at school? NEW NEW NEW 5%

Are you able to view your grades and test scores on a website? NEW NEW NEW 25%

Does your teacher put assignments on a website? NEW NEW NEW 43%

Does your teacher use an interactive/electronic whiteboard in class? NEW NEW NEW 30%

Harris District


Mean Overall Rating for Computer Technology 7.2 8.3 8.8 8.7

Bus/Computer Technology 2010-2011 Dunlap Community Unit School District #323


DOES YOUR MAIN TEACHER…? (Lowest) (Average) (Highest) Problem

Give interesting homework? 19% 36% 49% 35%

Help you outside of class time? 24% 35% 44% 42%

Like some kids more than others? 24% 33% 46% 35%

Write comments on your papers? 8% 18% 26% 19%

Make class fun? 4% 14% 22% 13%

Tell you how you are doing? 7% 13% 18% 20%

Miss too many days of school? 4% 8% 10% 9%

Like you? 2% 7% 15% 8%

Ask you to answer questions in class? 3% 7% 14% 6%

Help you want to learn? 2% 7% 11% 9%

Do your parents know your main teacher? 1% 5% 10% 2%

Harris District


Mean Overall Rating for Main Teacher 8.5 8.9 9.5 9.0


ISSUES IMPACTING OVERALL SATISFACTION* (Lowest) (Average) (Highest) Problem

Do you like the food served in the lunch room? 17% 40% 63% 33%

Does your main teacher give interesting homework? 19% 37% 49% 35%

Other than temperature, are classrooms comfortable? 8% 16% 26% 11%

Does the school library meet your needs? 13% 21% 31% 25%




Do you get extra help when you need it? 11% 16% 26% 14%

Does your main teacher make class fun? 4% 14% 22% 13%

Does your main teacher help you want to learn? 2% 7% 11% 9%

Harris District


Mean Rating for Overall Satisfaction 7.5 8.2 8.6 8.4* These issues were identified as having an impact on satisfaction based on theHarris Interactive database. Specific overall satisfaction model for district will vary.

Main Teacher/Overall Satisfaction 2010-2011 Dunlap Community Unit School District #323

ATMOSPHERECOMPUTERTECHNOLOGYEQUIPMENT/FACILITIES

SCHOOL BUSPRINCIPAL

SCHOOL COUNSELORTEACHERS

OVERALL SATISFACTION

SECONDARY STUDENTSHarris Interactive Database / District Data


SECONDARY STUDENTS Harris % Problem District %SCHOOL ATMOSPHERE ISSUES (Lowest) (Average) (Highest) Problem

Do students have a say in school policies that affect them? 52% 66% 74% 69%

Is gossip a serious problem at school? 45% 57% 72% 56%

Is there enough time between classes? 40% 56% 67% 43%

Are school assemblies interesting? 34% 50% 59% 49%

Do you feel too much pressure to compete for good grades? 32% 44% 60% 42%

Are students well-behaved while in school? 15% 41% 61% 28%



Is vandalism a problem at school? 14% 33% 55% 14%

Do teachers encourage extracurricular activities? 22% 31% 39% 31%

Are there too many students in some of your classes? 14% 30% 42% 35%

Do students help each other with school work? 10% 16% 25% 12%


Do you feel pressure from other students to be sexually active in school? 3% 13% 18% 10%

Do other kids try and get you to use drugs in school? 3% 12% 23% 6%

Do you feel safe walking to and from school? 3% 11% 33% 7%


Do other kids try to get you to drink alcohol in school? 2% 8% 19% 6%

Harris District



SECONDARY STUDENTS Harris % Problem District %SCHOOL BUS ISSUES (Lowest) (Average) (Highest) Problem

Are students well-behaved on your bus? 0% 54% 66% 50%

Is your bus driver helpful and friendly? 0% 33% 40% 34%

Is your bus usually on-time? 24% 32% 50% 21%

Is your bus clean? 0% 32% 52% 35%

Is your bus ride too long? 16% 31% 46% 36%


Do you feel safe riding on your bus? 0% 18% 50% 14%

Harris District


Mean Overall Rating for School Bus 4.6 6.4 9.0 6.4Atmosphere/ Bus 2010-2011 Dunlap Community Unit School District #323

SECONDARY STUDENTS Harris % Problem District %EQUIPMENT AND FACILITIES ISSUES (Lowest) (Average) (Highest) Problem

Do you like the food served in the lunchroom? 36% 50% 72% 64%


Is the temperature in your classroom usually comfortable? 30% 46% 62% 47%

Is there enough seating in the lunchroom? 10% 32% 54% 38%

Is there enough safe and accessible student parking? 13% 29% 52% 38%

Is your hallway locker in a good location? 13% 29% 41% 35%



Are there enough textbooks for students? 10% 21% 47% 12%

Do athletic facilities and gym equipment meet your needs? 13% 20% 30% 24%

Does the school library have enough books and resources to meet your needs? 9% 19% 33% 18%

Does the school library have adequate seating and space for you to work? 6% 13% 24% 12%

Harris District


Mean Overall Rating for Equipment and Facilities 5.5 7.0 8.0 7.4

SECONDARY STUDENTS Harris % Problem District %COMPUTER TECHNOLOGY ISSUES (Lowest) (Average) (Highest) Problem

Is your classroom teacher prepared to train you on the computer? 22% 33% 47% 29%

Are school computers available when you need them? 16% 31% 52% 23%


Do school computers help you learn? 10% 16% 24% 16%

Do you use a computer at school? 1% 7% 25% 4%


Are you given enough instruction on how to use the computers at school? NEW NEW NEW 14%

Are you able to view your grades and test scores on a website? NEW NEW NEW 9%

Does your teacher put assignments on a website? NEW NEW NEW 40%

Does your teacher use an interactive/electronic whiteboard in class? NEW NEW NEW 5%

Harris District



Equipment/Facilities/ Computer Technology 2010-2011 Dunlap Community Unit School District #323

SECONDARY STUDENTS Harris % Problem District %

PRINCIPAL ISSUES (Lowest) (Average) (Highest) Problem

Have time available for you? 18% 33% 53% 28%

Help you with problems? 21% 30% 38% 29%

Handle discipline fairly? 15% 24% 35% 25%

Treat your conversations as confidential? 8% 17% 25% 15%

Support student activities? 6% 14% 21% 10%

Treat students with respect? 6% 12% 20% 10%

Harris District


Mean Overall Rating for Principal 6.6 7.5 8.3 7.7

SECONDARY STUDENTS Harris % Problem District %SCHOOL COUNSELOR ISSUES (Lowest) (Average) (Highest) Problem

Go out of his/her way for you? 17% 30% 47% 35%

Give good advice about jobs? 13% 25% 37% 29%

Give good advice about college? 9% 22% 33% 26%

Help you prepare/register for the SAT or ACT? 9% 18% 32% 28%

Have time available for you? 7% 15% 28% 19%

Help you with problems? 8% 15% 28% 21%

Give good advice about regarding classes? 7% 15% 32% 21%

Support student activities? 6% 14% 23% 16%

Help you with scheduling? 7% 13% 31% 17%


Harris District


Mean Overall Rating for School Counselor 6.6 7.9 9.0 7.5

Principal/ School Counselor 2010-2011 Dunlap Community Unit School District #323


MATH TEACHER ISSUES (Lowest) (Average) (Highest) Problem

Requires the use of the school library. (% "no") 65% 75% 88% 83%

Assigns interesting homework. 39% 53% 60% 55%

Makes the class interesting. 29% 34% 42% 38%

You like what is taught in this class. 20% 31% 39% 33%

Gives you individual attention. 20% 24% 29% 28%

Provides helpful feedback on your work. 15% 24% 32% 29%

You learn a lot in this class. 11% 19% 24% 20%

You have a serious problem with this teacher. 12% 18% 25% 15%

Returns work and tests promptly. 9% 18% 33% 18%

Is well organized and prepared. 6% 14% 20% 17%

Grades fairly. 6% 14% 20% 14%

Encourages class participation. 9% 13% 20% 16%

Treats you with respect. 7% 12% 17% 12%

Harris District


Mean Overall Rating for Math Teacher 7.1 7.7 8.5 7.6

Math Teacher 2010-2011 Dunlap Community Unit School District #323

SECONDARY STUDENTS Harris % Problem District %ENGLISH TEACHER ISSUES (Lowest) (Average) (Highest) Problem



You like what is taught in this class 22% 27% 39% 32%











Harris District


Mean Overall Rating for English Teacher 7.2 7.9 8.4 7.8

English Teacher 2010-2011 Dunlap Community Unit School District #323


SCIENCE TEACHER ISSUES (Lowest) (Average) (Highest) Problem














Harris District


Mean Overall Rating for Science Teacher 6.3 7.6 8.6 7.7

Science Studies Teacher 2010-2011 Dunlap Community Unit School District #323


SOCIAL STUDIES TEACHER ISSUES (Lowest) (Average) (Highest) Problem














Harris District


Mean Overall Rating for Social Studies Teacher 7.2 8.0 8.6 8.4

Social Studies Teacher 2010-2011 Dunlap Community Unit School District #323


FOREIGN LANGUAGE TEACHER ISSUES (Lowest) (Average) (Highest) Problem














Harris District


Mean Overall Rating for Foreign Language Teacher 5.8 7.2 8.3 7.8

Foreign Language Teacher 2010-2011 Dunlap Community Unit School District #323

SECONDARY STUDENTS Harris % Problem District %ISSUES IMPACTING OVERALL SATISFACTION* (Lowest) (Average) (Highest) Problem



Principal: Help you with problems? 21% 30% 38% 29%


English teacher: You like what is taught in this class. 22% 27% 39% 32%

Is your school preparing you for the world of work? 14% 27% 32% 29%

Principal: Handle discipline fairly? 15% 24% 35% 25%

Does your school do a good job preparing you for taking standardized tests? 11% 20% 31% 16%

Science teacher: You learn a lot in this class. 9% 19% 26% 16%

Math teacher: You learn a lot in this class. 11% 19% 24% 20%


Is there extra help available when you need it? 9% 14% 23% 14%


Harris District


Mean Rating for Overall Satisfaction 6.5 7.4 8.1 7.5

* These issues were identified as having an impact on satisfaction based on the

Harris database. Specific overall satisfaction model for district will vary.

Overall Satisfaction 2010-2011 Dunlap Community Unit School District #323

ATMOSPHERECOMPUTER TECHNOLOGY

EQUIPMENT/FACILITIESPARENTAL SUPPORT

SCHOOL BOARDSUPERINTENDENT

CENTRAL ADMINISTRATIONBUILDING ADMINISTRATION

ASSISTANT PRINCIPALDIRECT SUPERVISON

INVOLVEMENTCAREER

STUDENTSOVERALL SATISFACTION

TEACHERS/STAFFHarris Interactive Database / District Data


TEACHERS/STAFF Harris % Problem District %

SCHOOL ATMOSPHERE ISSUES (Lowest) (Average) (Highest) Problem

Do you have enough time for planning and grading? 30% 57% 69% 40%

Do you have enough time for helping individual students? 25% 51% 62% 68%

Is your workload too high? 27% 46% 58% 48%

Is student learning time protected from disruptions in your class? 31% 44% 56% 38%

Are there too many students in any of your classes? 24% 40% 48% 58%


Do you have adequate time for classroom instruction? 14% 27% 35% 15%

Is vandalism a problem at school? 10% 25% 50% 4%

Is gossip among teachers/staff a serious problem? 10% 25% 35% 19%

Do other teacher/staff go out of their way for you? 15% 22% 28% 25%

Is there enough time between classes? 5% 17% 32% 11%

Does your school expect academic excellence from all students? 9% 16% 24% 12%

Are rules for teachers/staff at your school fair? 4% 13% 19% 4%

Have you been assigned to classes you do not feel qualified to teach? 2% 5% 8% 2%


Harris District





EQUIPMENT/ FACILITIES ISSUES (Lowest) (Average) (Highest) Problem

Do you spend too much of your own money on supplies? 18% 58% 77% 27%

Do copiers/printers at your school meet your needs? 15% 31% 52% 33%

Is the school's audiovisual equipment adequate? 10% 27% 52% 9%

Is the temperature in your work area usually comfortable? 15% 35% 53% 28%

Is there enough safe and accessible staff parking? 6% 24% 80% 15%

Does the teacher/staff lounge meet your needs? 9% 23% 51% 21%

Does equipment in your area meet the needs of students? 10% 23% 47% 19%



Do library resources meet your needs? 4% 20% 42% 22%

Are your needs for working space met? 11% 19% 31% 14%

Are there enough current textbooks for students? 5% 19% 37% 12%

Is there usually enough space in the school library to accommodate your class for research? 6% 16% 29% 30%

Do library resources meet the needs of your students? 2% 16% 38% 20%


Are telephones available for you to use? 0% 6% 16% 14%

Harris District


Mean Overall Rating for Equipment/Facilities 5.4 7.2 8.4 7.8


TEACHERS/STAFF Harris % Problem District %COMPUTER TECHNOLOGY ISSUES (Lowest) (Average) (Highest) Problem

Do school computers meet the needs of your students? 16% 28% 57% 34%

Does your district allocate sufficient funds to support computer technology? 13% 28% 54% 24%

Are computers integrated into your classroom curriculum? 9% 26% 46% 26%


Do you have access to continued computer training? 6% 21% 42% 51%

Do you feel adequately trained on the computer? 10% 21% 32% 18%

Do computers support and extend the learning process? 5% 13% 31% 14%

Do computers support and extend the teaching process? 3% 12% 32% 12%

Do computers allow students to become better learners? 4% 10% 21% 9%


Do you post information on a website for access by your students or their parents? NEW NEW NEW 41%

Do you use Web resources (blogs, wikis, etc.) in your instruction? NEW NEW NEW 56%

Do you use an interactive/electronic whiteboard in class? NEW NEW NEW 41%

Harris District



TEACHERS/STAFF Harris % Problem District %PARENTAL SUPPORT ISSUES (Lowest) (Average) (Highest) Problem

Home environments which promote learning? 1% 49% 80% 8%

Parental understanding of the school curriculum? 13% 44% 75% 24%

Parental support for homework/ home learning? 7% 44% 74% 15%

Parental involvement in their child's education? 2% 42% 76% 7%

Parental support of the school discipline policy? 15% 35% 64% 22%

Parental support for the school? 2% 29% 64% 3%

Parental support of your work? 6% 27% 59% 8%

Parental support for extracurricular activities? 2% 21% 55% 6%

Communication with parents? 3% 19% 45% 5%

Harris District


Mean Overall Rating for Parental Support 3.4 6.2 8.9 8.3

Computer Technology/ Parental Support 2010-2011 Dunlap Community Unit School District #323


SCHOOL BOARD ISSUES (Lowest) (Average) (Highest) Problem

Provide you with feedback on your work? 19% 26% 41% 34%

Reward outstanding performance? 7% 22% 36% 31%

Make themselves available during the day? 10% 19% 41% 27%

Ask for your suggestions/opinions? 10% 18% 37% 28%

Show appreciation for your work? 7% 16% 24% 24%

Provide you with support for your work? 6% 16% 24% 22%

Provide direction for the district/building? 6% 15% 25% 23%

Handle student discipline fairly? 3% 10% 18% 7%

Show confidence in you? 2% 7% 13% 7%

Treat you with respect? 2% 7% 13% 6%


Harris District


Mean Overall Rating for the School Board 5.2 6.8 8.1 7.3

TEACHERS/STAFF Harris % Problem District %SUPERINTENDENT ISSUES (Lowest) (Average) (Highest) Problem







Provide direction for the district? 2% 8% 27% 5%





Harris District


Mean Overall Rating for the Superintendent 5.0 7.6 8.9 7.8

School Board/Superintendent 2010-2011 Dunlap Community Unit School District #323


CENTRAL ADMINISTRATION ISSUES (Lowest) (Average) (Highest) Problem







Provide direction for the district? 2% 12% 17% 15%





Harris District


Mean Overall Rating for the Central Administration 5.4 6.9 8.5 7.8

TEACHERS/STAFF Harris % Problem District %BUILDING ADMINISTRATION/ PRINCIPAL ISSUES (Lowest) (Average) (Highest) Problem











Provide direction for the building? 2% 7% 21% 4%

Harris District


Mean Overall Rating for the Building Administration/ Principal 7.1 7.9 9.1 8.4

Central/ Building Administration 2010-2011 Dunlap Community Unit School District #323


ASSISTANT PRINCIPAL ISSUES (Lowest) (Average) (Highest) Problem







Provide direction for your building? 2% 9% 22% 7%





Harris District


Mean Overall Rating for the Assistant Principal 7.2 8.0 8.8 8.6

TEACHERS/STAFF Harris % Problem District %DIRECT SUPERVISOR ISSUES (Lowest) (Average) (Highest) Problem





Provide direction for your district/building? 2% 8% 12% 12%







Harris District


Mean Overall Rating for Direct Supervisor 7.6 8.2 8.9 8.5

Assistant Principal/ Direct Supervisor 2010-2011 Dunlap Community Unit School District #323


INVOLVEMENT ISSUES (Lowest) (Average) (Highest) Problem

Policies that affect you? 27% 46% 59% 44%

The budget development process? 27% 45% 60% 50%

Policies that affect students? 23% 38% 52% 35%

Hiring decisions? 23% 37% 50% 41%

Evaluating your peers? 25% 32% 43% 51%

Student promotion/retention? 14% 32% 46% 22%

Shaping the school curriculum? 9% 29% 38% 24%

The training you receive? 17% 28% 44% 33%

Establishing grading procedures? 12% 26% 42% 26%

Team building and problem solving? 14% 23% 37% 25%

Establishing student activities? 8% 16% 26% 19%

The subjects/grades you teach? 8% 16% 23% 9%

Your own performance appraisal? 8% 15% 23% 18%

Harris District


Mean Overall Rating for Involvement 5.4 6.4 7.4 6.9

TEACHERS/STAFF Harris % Problem District %CAREER ISSUES (Lowest) (Average) (Highest) Problem

Is your salary fair for the work you do? 14% 49% 70% 31%

Is teacher/staff excellence recognized and rewarded in your district? 11% 32% 43% 37%

Is your job secure? 10% 21% 35% 13%

Are counseling services adequate for your needs? 6% 18% 33% 39%

Does your district provide adequate opportunties for training? 5% 16% 45% 27%

Are you treated as a professional by the community? 4% 14% 23% 13%

Are you challenged to continually improve? 4% 9% 16% 9%

Do your supervisors feel your job is valuable? 4% 7% 10% 6%

Do you enjoy your work? 2% 5% 8% 1%

Harris District


Mean Overall Rating for Career 7.7 8.2 8.8 8.8

Involvement/ Career 2010-2011 Dunlap Community Unit School District #323


STUDENT ISSUES (Lowest) (Average) (Highest) Problem

Students lacking basic skills? 19% 54% 78% 27%

Student apathy that affects learning? 20% 54% 75% 36%

Student absenteeism? 13% 53% 73% 40%

Disorderly student behavior? 9% 50% 80% 22%

A lack of student support for one another? 17% 38% 61% 21%

Inappropriate student dress? 16% 30% 56% 26%

School rules do not keep order and discipline? 8% 26% 46% 13%

Student fighting? 2% 24% 52% 7%

Students cheating? 14% 24% 46% 29%

Inadequate student counseling services? 8% 22% 40% 55%

Lack of recognition of student extracurricular achievement? 7% 15% 29% 10%

Lack of recognition of student academic achievement? 6% 15% 23% 10%

Racial/ethnic discord? 4% 14% 22% 8%

Threats to teachers/staff by students? 1% 14% 37% 2%

Student alcohol use? 1% 13% 35% 14%

Too much competition for grades? 3% 12% 58% 33%

Lack of recognition of student athletic achievement? 3% 11% 25% 7%

Student tobacco use? 1% 10% 18% 5%

Student cell phone use? NEW NEW NEW 37%

Student digital media player use? NEW NEW NEW 26%

Guns or knives brought to school by students? 0% 6% 16% 1%

Harris District


Mean Overall Rating for Students 5.2 7.0 8.5 8.2




Disorderly student behavior. 9% 50% 80% 23%

Policies that affect you? 27% 46% 59% 44%

Parental support for the school. 2% 29% 64% 3%

School rules do not keep order and discipline. 8% 26% 46% 13%

Does equipment in your area meet the needs of students? 10% 23% 47% 19%

Team-building and problem solving? 14% 23% 37% 25%

Do other teachers/staff go out of their way for you? 15% 22% 28% 25%

Communications with your principal. 2% 13% 20% 11%

Are rules for teachers/staff at your school fair? 4% 13% 19% 4%

Principal: Provide you with support for your work? 4% 12% 18% 11%


Harris District




Harris Interactive database. Specific overall satisfaction model for district will vary.

Overall Satisfaction 2010-2011 Dunlap Community Unit School District #323

EQUIPMENT/FACILIITESCOMPUTER TECHNOLOGY

SCHOOL BUSCOMMUNICATION/INVOLVEMENT

CHILD'S TEACHERSSCHOOL BOARD

SUPERINTENDENTBUILDING ADMINISTRATION

CURRICULUM/TRAININGBUDGET

OVERALL SATISFACTION

PARENTSHarris Interactive Database / District Data


PARENTS Harris % Problem District %

EQUIPMENT AND FACILITIES ISSUES (Lowest) (Average) (Highest) Problem

Is there enough safe and accessible parking? 7% 40% 75% 36%

Is your child's school too crowded? 16% 31% 53% 49%

Is the food served in the lunch room nutritious? 6% 23% 40% 27%

Do athletic facilities/gym equipment meet your child's needs? 5% 12% 39% 16%

Does science/lab equipment meet your child's needs? 5% 10% 26% 14%

Are there enough resource materials for your child? 4% 10% 27% 11%

Are your child's classrooms comfortable? 2% 9% 19% 11%


Are there enough textbooks for your child? 3% 7% 22% 7%

Does the school library meet your child's needs? 3% 7% 17% 18%

Harris District


Mean Overall Rating for Equipment and Facilities 6.2 8.0 8.9 8.1

PARENTS Harris % Problem District %COMPUTER TECHNOLOGY ISSUES (Lowest) (Average) (Highest) Problem

Does your district allocate sufficient funds to support computer technology? 8% 18% 45% 14%

Does your child receive training on how to use the computer? 6% 12% 26% 6%

Do school computers meet your child's needs? 4% 9% 23% 12%

Do school computers help your child to learn? 3% 6% 14% 6%

Does your district have a policy regarding Internet access? 1% 3% 18% 0%

Does your child use a computer at home for schoolwork? NEW NEW NEW 11%

Can you access your child's grades and test scores on a website? NEW NEW NEW 18%

Can you access your child's homework on a website? NEW NEW NEW 53%

Harris District





SCHOOL BUS ISSUES (Lowest) (Average) (Highest) Problem

Are students well-behaved on your child's bus? 0% 31% 49% 24%

Is your child's bus ride too long? 0% 20% 40% 22%

Is your child's bus driver helpful and friendly? 0% 15% 27% 12%

Is your child's bus clean? 0% 11% 22% 9%


Is your child's bus usually on-time? 0% 9% 34% 7%

Is your child safe riding on the bus? 0% 8% 22% 5%

Harris District


Mean Overall Rating for School Bus 0.3 7.1 9.9 8.1

PARENTS' COMMUNICATIONS/ INVOLVEMENT ISSUES Harris % Problem District %

How well does your school district do in… (Lowest) (Average) (Highest) Problem

Allowing your input into the selection of your child's teachers? 22% 33% 54% 54%

Including parents' views when making decisions? 16% 25% 38% 36%

Communicating when your child has a problem? 11% 20% 31% 21%

Providing enough parent-teacher conferences/open houses? 7% 18% 34% 22%

Keeping you informed about your child's academic progress? 10% 17% 30% 13%

Working with you to meet the special needs of your child? 9% 15% 26% 18%

Keeping you informed about school activities? 8% 14% 26% 16%

Allowing you to be involved with your child's education? 5% 13% 25% 18%

Providing volunteer opportunities? 2% 9% 22% 10%

Harris District


Mean Overall Rating for Communications/ Involvement Issues 6.7 7.8 8.4 7.6

Bus/ Communications 2010-2011 Dunlap Community Unit School District #323


TEACHER ISSUES (Lowest) (Average) (Highest) Problem

Are teacher salaries too low for the work they do? 21% 59% 79% 40%

Do teachers communicate to you when your child does something well? 19% 39% 57% 55%

Are you getting enough feedback on your child's performance? 15% 27% 43% 31%

Do you communicate enough with your child's teachers? 15% 25% 35% 24%

Do teachers provide opportunities for parental involvement? 10% 23% 45% 35%

Do you know most of your child's teachers? 9% 22% 31% 20%

Does your child receive enough individual attention? 10% 19% 30% 24%

Do teachers communicate to you when your child has a problem? 9% 18% 27% 25%

Have you ever tried to have your child assigned to a different teacher? 7% 13% 21% 8%

Is the homework assigned appropriate? 6% 12% 18% 16%

Do teachers challenge your child to learn? 7% 12% 19% 14%

Do you have a serious problem with any of your child's teachers? 5% 11% 24% 13%

Are teachers available when you need to speak with them? 3% 9% 18% 9%

Are teacher salaries too high for the work they do? 0% 6% 17% 8%

Do teachers treat you with respect? 1% 4% 19% 3%

Harris District


Mean Overall Rating for Teachers 7.1 8.1 8.7 7.9

PARENTS Harris % Problem District %SCHOOL BOARD ISSUES (Lowest) (Average) (Highest) Problem

Responding to the needs and concerns of parents? 11% 27% 47% 27%

Developing ways to maintain discipline in the schools? 12% 26% 49% 16%

Managing negotiations with teachers/staff over salaries? 8% 22% 42% 11%

Improving the course offerings in the schools? 11% 22% 45% 26%

Improving the overall quality of instruction? 8% 22% 40% 19%

Providing opportunities for parental involvement? 9% 19% 36% 21%

Harris District


Mean Overall Rating for the School Board 6.1 7.2 8.3 7.6

Teachers/ School Board 2010-2011 Dunlap Community Unit School District #323


SUPERINTENDENT/CENTRAL ADMINISTRATION ISSUES (Lowest) (Average) (Highest) Problem

Responding to the needs and concerns of parents? 7% 24% 45% 27%

Developing ways to maintain discipline in the schools? 9% 23% 44% 16%

Managing negotiations with teachers/staff regarding salaries? 6% 18% 36% 10%

Improving the course offerings in the schools? 4% 19% 45% 25%

Improving the overall quality of instruction? 4% 19% 36% 21%

Providing opportunities for parental involvement? 4% 16% 31% 19%

Harris District


Mean Overall Rating for Superintendent/ Central Administration 6.2 7.5 8.7 7.7

PARENTS Harris % Problem District %BUILDING ADMINISTRATION ISSUES (Lowest) (Average) (Highest) Problem

Have you taken a problem to the administration? (% "yes") 28% 38% 56% 38%

Has your child needed the administration's support? (% "yes") 24% 31% 48% 27%

Do you know your child's principal or vice-principal? 2% 14% 19% 6%

Does the building administration provide opportunities for parental involvement? 2% 12% 20% 16%

Was the problem you took to the administration resolved satisfactorily? 6% 11% 22% 12%

Were you satisfied with the administration's support for your child? 4% 8% 18% 7%

Are you treated with respect by administrators? 1% 5% 11% 5%

Harris District


Mean Overall Rating for Building Administration 7.1 8.2 9.3 8.4

Central/ Building Administration 2010-2011 Dunlap Community Unit School District #323


CURRICULUM/ INSTRUCTION ISSUES (Lowest) (Average) (Highest) Problem

Competitive athletic opportunities? 7% 18% 47% 17%

Extracurricular opportunities? 7% 20% 49% 17%

Preparation of students for college? 9% 20% 39% 14%

Preparation of students for the work world? 13% 21% 41% 20%

Courses for advanced students? 5% 19% 34% 31%

Counseling on the selection of courses? 12% 19% 38% 27%

Training for dealing with issues such as AIDS, crime, etc.? 10% 18% 44% 18%

Variety of academic courses available? 7% 16% 42% 22%

Courses for children with learning disabilities? 8% 16% 37% 15%

Preparation of students for taking standardized tests? 7% 16% 32% 15%

Training in the use of computers? 7% 14% 34% 14%

Required academic curriculum? 7% 16% 33% 15%

Harris District


Mean Overall Rating for Curriculum/Instruction 6.0 7.7 8.4 7.8

PARENTS Harris % Problem District %BUDGET ISSUES (Lowest) (Average) (Highest) Problem

Do you have an opportunity for input into the budget process? 17% 41% 65% 53%

Have budget restrictions affected your child's education? 18% 33% 63% 17%

Does your school district do a good job communicating regarding the budget? 12% 33% 56% 42%

Did you vote yes in the budget vote last year? 9% 15% 21% 10%

Do your schools give you a good value for your tax dollar? 6% 17% 45% 16%

Did you vote in the most recent school board/ budget election? 13% 23% 37% 16%

Are administrators responsible in their handling of district finances? 6% 13% 29% 11%

Harris District


Mean Overall Rating for Budget 5.0 6.9 7.6 7.2

Curriculum/ Budget 2010-2011 Dunlap Community Unit School District #323



Does your school district do a good job communicating regarding the school budget? 12% 33% 56% 32%

Including parents views when making decisions? 16% 25% 38% 36%

Communicating when your child has a problem? 9% 18% 27% 21%

Preparation of students for college? 9% 20% 39% 13%

Does your child receive enough individual attention from teachers? 10% 19% 30% 23%

Required academic curriculum? 7% 16% 33% 14%

Working with you to meet the special needs of your child? 9% 15% 26% 18%

Do teachers challenge your child to learn? 7% 12% 19% 13%

Was the problem taken to the administration resolved satisfactorily? 6% 11% 22% 12%


Does school provide a safe environment for your child? 1% 7% 18% 3%

Harris District




Harris Interactive database. Specific overall satisfaction model for district will vary.

Overall Satisfacton 2010-2011 Dunlap Community Unit School District #323

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