educational effectiveness survey™

Freeman HS: 3/31/2017 Sample Size: N= 44

EDUCATIONAL EFFECTIVENESS SURVEY™Student EditionContains the 9 Characteristics.

Student Engagement, Motivation,and 21st Century Skills Edition

Freeman HS3/31/2017

Sample Size: N= 44

V3.1

EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 1


The Center for Educational Effectiveness (CEE) is a service, consulting, and research organization dedicated to the mission of partnering with K-12 schools to improve student learning.

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Introduction

Educational Effectiveness Survey, Student Edition

While there is no single solution for all schools, research on effective schools identified common characteristics of high-performing schools known as the 9 Characteristics. Successful schools engaged in improvement activities focus on these characteristics of “organizational and educator capacity” to create and improve the system(s) that ultimately drive performance outcomes Understanding the perceptions of your student population is essential to informand improve the system(s) that ultimately drive performance outcomes. Understanding the perceptions of your student population is essential to inform changes for improvement.

Note: The Characteristics, “Curriculum, Instruction, and Assessment” and “Focused Professional Development”, are professional activities conducted amongst the adult school community and are rarely viewed by students. Thus questions regarding those Characteristics are not a part of the survey and do not appear in this report.

Th EES H db kThe EES Handbook

The EES Handbook contains information and strategies for the interpretation and use of EES data with your staff. The EES Handbook is found in the EES results binder. If you cannot find your EES Handbook, you can access it on CEE’s website: www.effectiveness.org/resources. CEE’s primary concern is that this report be useful and informative in stimulating conversation. If you require any additional assistance with using your report, please contact us at [email protected].



Introduction, continued

Student Engagement, Motivation, and 21st Century Skills Edition

The research framework for this survey tool is below. Readers interested in the detailed process to determine these factors are encouraged to refer to the EES Handbook at www.effectiveness.org./files/EES-Handbook.pdf. This chart is continued on the following page.

SKILLS & DISPOSITIONS THAT SUPPORT YOUTH SUCCESS IN SCHOOL SKILLS & DISPOSITIONS THAT SUPPORT YOUTH SUCCESS IN SCHOOL

OUTCOME DOMAINS SKILLS & DISPOSITIONS

ACADEMIC Going to class

ent

ACADEMIC BEHAVIORS

Organizing materials and time management Initiative and effort Doing homework

FUTURE ORIENTATION

Goal management: Setting short‐ and long‐term goals and monitoring progress toward their achievement

Hope and optimism: Positive beliefs regarding one’s future potential, goals and choices

& Engagem

e p p g g p g

SELF MANAGEMENT

Emotional regulation: Assessing and regulating one’s feelings and emotions Self‐discipline: Ability to focus on a task in spite of distractions

PERSEVERANCE / Perseverance: Tendency to persist in spite of obstacles or setbacks

Motivation & GRIT Goal orientation: Commitment to the achievement of goals over time

SELF‐EFFICACY & MINDSETS

Self‐Efficacy: Belief in one’s own capabilities and capacity to learn and succeed Growth mindset: Belief that intelligence and ability can increase through effort Mastery orientation: Enjoyment of learning and desire to master new skills; willingness

to try new things Relevance: Belief that work done in school is related to personal aspirationsM Relevance: Belief that work done in school is related to personal aspirations

BELONGING & IDENTITY

Sense of belonging: Perception of acceptance and support in a learning community Relationship building: Establishing and maintaining positive relationships with adults and

peers in school setting Personal identity: Understanding and valuing one’s own culture and beliefs Social capital: Recognizing and using family, school, and community resources; asking for

h l h d d


help when needed


Introduction, continued

SKILLS & DISPOSITIONS THAT SUPPORT YOUTH SUCCESS IN SCHOOL

OUTCOME SKILLS & DISPOSITIONSDOMAINS SKILLS & DISPOSITIONSkills INTERPERSONAL

SKILLS

Collaboration: Negotiating and compromising when working in groups or pairs Communication: Communicating effectively for a variety of purposes and audiences Cultural competence: Ability to work effectively with people from different

backgrounds; appreciation of diversity C fli l i P i i d l i i l fli

Century Sk Conflict resolution: Preventing, managing, and resolving interpersonal conflict

Compassion: Taking the perspective of and empathizing with others

CREATIVITY Ideation: Using a wide range of idea creation techniques Imagination: Using intellectual inventiveness to generate, discover, and restructure

ideas or imagine alternatives Innovation implementation: Acting on creative ideas to make a new contribution

21st C p g

CRITICAL THINKING

Metacognition: Ability to reflect on one’s assumptions and thinking for the purposes of deeper understanding and self‐evaluation.

Problem solving: Generating and selecting from alternatives based on desired outcomes Analytical thinking: Separating problems or issues into their component parts

The Youth Development for Education Results workgroup of the Road Map Project in King County, Washington developed the student engagement, motivation, and 21st century skills survey items based on the workgroup’s research about student motivation and engagement and the skills and dispositions that matter most to school success. The Center for Educational Effectiveness was contracted by the workgroup as the lead research partner in the development of the items, the pilot testing, item refinement, and implementation of the survey items. For details about the Road Map Project and this work: http://ydekc.wordpress.com.



Demographic Charts

100%

Grade

100%

How Often is English Spoken at Home?

3%3%100%

Ethnicity

26%

75%

12th Grade

11th

85%50%

75%

Always

Most of the time

21%

6%3%

75%

Asian

Hispanic/Latino of any race

42%50%

11th Grade

10th Grade

9%6%

0%

25%Rarely or never

50%

of any race

Black/African‐American

19%25%

Grade

9th Grade

75%

100%

Gender

Female

67%

25%

Two or More Races

White13%

0%

33%

58%

25%

50%

75%

Male

Other

0%

White

9%0%

Other



Demographic Charts, continued

15%

6%100%

Activities Outside of School

Not at all

3%6%

100%

What Were Your Grades Like Last Year

Mostly 1's

100%

Most Likely To Do After High School

Attend a four‐

18%

6%

50%

75% A few times a year

Once or twice a month

One or twice a

27%

3%6%3%

75%Mostly E/F's

Mostly D's

55%75%

year college

Attend a community college

55%

0%

25% week

Three or more times a week

55%

50%

Mostly D s

Mostly C's

M tl B' 2%

15%

25%

50% Join the military

Other55%

0%

25% Mostly B's

Mostly A's 15%

3%

12%

0%

25%

Don't know

24%

15%

75%

100%

Absences in the Last Month

Never

42%

24%

25%

50%

75%

1 day

2‐4 days

5 or more days

7%9%

%

100%

Services

ELL (English Language Learner)

18%0%

5 or more days

84%

25%

50%

75% Learner)

Special Education

None chosen


0%


EDUCATIONAL EFFECTIVENESS SURVEY—STUDENTBased on the 9 Characteristics of High Performing Schools, this section provides results from the perspective of students’ experiences in this school. This includes attitudes, behaviors, and practices within the school and the students’ perceptions of their impact.


Freeman HS: 3/31/2017 Sample Size: N= 44Educational Effectiveness Survey—Student

Summary Chart: Overall Summary Chart: Mean Score View

5.00

9 Characteristics of High‐Performing SchoolsMean Score by Characteristic

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

9 Characteristics of High‐Performing SchoolsSummary View

3.47 3.56

4.09

3.66

3.64

3.49

3.52

1 50

2.00

2.50

3.00

3.50

4.00

4.5020%

22%

28%

34%

21%

22%

12%

10%

8%

7%

10%

6%

Collaboration and Communication

Clear and Shared Focus

0.00

0.50

1.00

1.50

49%

27%

26%

31%

15%

21%

5%

10%

5%

6%

0%

4%

High Standards and Expectations

Effective Leadership

32%

26%

25%

28%

18%

22%

8%

9%

10%

12%

7%

4%

Supportive Learning Environment

Parent and Community Involvement

© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.

23% 23% 17% 11% 7% 19%Monitoring of Teaching and Learning

Almost Always True Often True Sometimes TrueSeldom True Almost Never True Missing

©2003 2014 Centerfor Educational Effectiveness Inc All Rights Reserved© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.



Comparison with High Improving Schools –Combined Positive

Comparison with High Improving Schools –Mean Scores

Comparison with High‐Improving Schools(5% highest improving schools at your grade level)

Freeman HS Top 5% of Schools by Improvement

Mean Score Comparisonwith High‐Improving Schools

(5% highest improving schools at your grade level)

0 0%60.0%70.0%80.0%90.0%

100.0%


Clear and Shared FocusMonitoring of Teaching

and Learning2 50

3.00

3.50

4.00

4.50

5.00Freeman HS High‐Improving Schools

0.0%10.0%20.0%30.0%40.0%50.0%



0.00

0.50

1.00

1.50

2.00

2.50

Effective LeadershipSupportive Learning

Environment

© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved. © 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.



Clear and Shared FocusHigh Levels of Collaboration and Communication

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Clear and Shared Focus0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Communication

41%

9%

36%

55%

14%

18%

2%

9%

7%

5%

0%

5%

My teacher(s) believe student learning is important

In my classes, students are busy doing schoolwork IIIC5, IIIA35

27%

34%

41%

23%

14%

9%

9%

7%

7%

9%

2%

18%

I get help f rom teachers or other adults in this school when I need it IIIA31

I feel comfortable asking my teacher(s) for additional help IIIA31

23% 18% 20% 16% 5% 18%This school is doing a good job of preparing me to succeed in my life

18%

14%

34%

34%

14%

25%

23%

16%

9%

9%

2%

2%

My teacher(s) of ten tell me how I am doing in their class IIIA31

Students are involved in solving problems in this school

14% 27% 34% 11% 14% 0%Students are involved in decisions about things that af fect them in this school

Almost Always True Often True Sometimes True

Seldom True Almost Never True Missing

18% 20% 34% 5%5% 18%My teacher(s) help us learn in more ways than just talking in f ront of class IIIA1, IIIA11, IIIA12,

IIIC8

Adults in this school help me plan and set goals © 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.11% 18% 32% 14% 7% 18%Adults in this school help me plan and set goals for my future





Effective LeadershipHigh Standards and Expectations

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The principal of this school believes student learning

Effective Leadership

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


36%

27%

34%

39%

11%

18%

2%

9%

5%

7%

11%

0%

The principal of this school believes student learning is the #1 priority IE

If I want to talk with my teacher(s), he/she is available to me IIIA28

61%

59%

25%

18%

7%

14%

2%

5%

5%

5%

0%

0%

I understand the expectations and standards of this school IIIC11, IIIC12

My teacher(s) expect me to do my best

14%

30%

43%

20%

27%

25%

7%

16%

5%

7%

5%

2%

In class we often work with other students to solve a problem IIIA24

I am comfortable talking with my teacher IIIA31

30% 41% 23% 2%5%0%My teacher(s) provide lessons and activities that challenge me to learn IIB4

M t h ( ) t ll t d t t d

30% 20% 23% 18% 9%0%My teacher(s) listen to my ideas and/or concerns IIIA31


45% 20% 16% 11% 7%0%My teacher(s) expect all students to succeed, no matter who they are IIIC14






Parent and Community InvolvementSupportive Learning Environment

45% 32% 11%0%7% 5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

My parents/family feel welcome to visit this


57% 16% 11% 5% 11%0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

In this school there is at least one adult who knows and cares about me IIIA33

Supportive Learning Environment

45%

34%

32%

30%

11%

20%

0%

7%

7%

7%

5%

2%

y p yschool at anytime IVD2, IE13, IVA3, IVA7

This school respects student dif ferences IIIC1

This school communicates with my family about

32%

55%

41%

16%

14%

20%

7%

2%

5%

7%

2%

0%

knows and cares about me IIIA33

Adults in this school are respectful of others

I feel safe at this school IIIC12

This school is orderly and cares a lot about 30%

27%

34%

36%

16%

25%

9%

0%

7%

11%

5%

0%

This school communicates with my family about how I am doing IIIB

My teacher(s) ask questions of all students, not just some students IIIC14

My parents/family participate in events or

30%

32%

25%

39%

32%

36%

20%

16%

25%

2%

2%

2%

9%

16%

11%

0%

2%

0%

This school is orderly and cares a lot about student learning IIIA32, IIIC13, IIIC7

I enjoy coming to this school IIIC2

Most students are respectful of others at this school

18%

16%

23%

23%

16%

25%

18%

14%

20%

16%

5%

7%

My parents/family participate in events or activities at this school IVA2

I see people like me in the books and materials used in my classroom

Thi h l h ti iti t l b t t d t

32%

32%

34%

27%

25%

16%

11%

14%

18%

16%

5%

14%

14%

5%

18%

0%

20%

0%

Discipline problems are handled fairly and quickly in this school IIIC12,IIIC13

In this school, students get extra help when they need it IIIA7, IIB4, IID11

The rules about behavior are equally applied to all students in this school IIIA32

9% 18% 39% 14% 14% 7%This school has activities to celebrate student dif ferences IIC1



30%

25%

7%

11%

16%

23%

16%

27%

20%

14%

7%

16%

11%

7%

11%

18%

18%

23%

The rules against bullying are enforced by all adults in this school IIIA32, IIIC11, IIIC12

Student success is celebrated in this school IIIA27, IE1

Work I do in this school is useful and interesting to me IIIA1 IIIA11 IIIC2to me IIIA1, IIIA11, IIIC2





Frequent Monitoring of Teaching and Learning

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Monitoring of Teaching and Learning

50%

23%

20%

25%

7%

14%

0%

9%

5%

11%

18%

18%

I clearly understand the behavior rules of this school IIIC11, IIIC12, IIIC13

I of ten see the principal or administrators visiting my classroom IE7, IE8

16% 23% 20% 16% 7% 18%My teacher(s) tell me the purpose for each lesson or activity IIIA9

My teacher(s) help me learn by challenging me 11%

14%

25%

20%

25%

20%

11%

20%

9%

5%

18%

20%

My teacher(s) help me learn by challenging me with interesting activities in class IIIA11, IIIA1

My teacher(s) f ind other ways for me to learn things I f ind dif f icult IIB4, IIIA7





STUDENT ENGAGEMENT,STUDENT ENGAGEMENT, MOTIVATION, AND 21ST CENTURY SKILLSSKILLSThis section reports on the student engagement, motivation, and 21st century skills items on the extended EES‐Student survey. While the core items on the EES‐Student survey focus on the school as the unit of analysis these items use the individual student (or firstunit of analysis, these items use the individual student (or first person) perspective as the unit of analysis.


Freeman HS: 3/31/2017 Sample Size: N= 44Student Engagement, Motivation & 21ST Century Skills

Summary Chart: Overall Summary Chart: Mean Score View

4.01

1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00

Academic Behaviors

Mean Score Summary: Motivation and Engagement

36% 23% 16% 2%5% 18%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Academic Behaviors

Motivation and Engagement

4.16

3.93

Future Orientation

Self Management

47%

32%

15%

23%

10%

14%

2%

1%

7%

8%

18%

23%

Future Orientation

Self Management

4.05

3.91

3 98

Perseverance / Grit

Self-Efficacy and Mindsets

Belonging and Identity

31%

35%

43%

26%

17%

16%

12%

12%

9%

1%

6%

4%

5%

6%

9%

25%

24%

19%

Perseverance / Grit

Self -Ef f icacy and Mindsets


MeanScore Summary: 21st Century Skills21st Century Skills

3.98Belonging and Identity


Strongly Agree Agree Neutral Disagree Strongly Disagree Missing


4.10

4 08

1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00

Interpersonal Skills

C ti it

Mean Score Summary: 21st Century Skills

37%

30%

24%

31%

8%

8%

3%

1%

5%

5%

23%

26%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Creativity

21st Century Skills

4.08

3.89

Creativity

Critical Thinking


28% 26% 13% 2% 6% 25%Critical Thinking



EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved.

g

16


Academic Behaviors Future Orientation

66% 5%2%2%7% 18%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I know I will graduate f rom high school

Future Orientation

41% 25% 9% 2%5% 18%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I complete my schoolwork regularly

Academic Behaviors

43%

45%

52%

23%

18%

9%

11%

7%

9%

0%

2%

2%

5%

9%

9%

18%

18%

18%

g g

I take responsibility for working on my goals

I have a plan for what I want to do af ter high school

I h f l b t f t

32%

43%

32%

14%

11%

16%

2%

2%

5%

7%

18%

18%

p y g y

I work hard at school

I am a responsible student 52%

30%

9%

23%

9%

23%

2%

2%

9%

5%

18%

18%

I am hopeful about my future

I am good at staying focused on my goals



43%

27%

14%

20%

16%

30%

2%

0%

7%

5%

18%

18%

I am a responsible student

I concentrate on my schoolwork





Self Management Perseverance / Grit

32% 30% 7%2%5% 25%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I f inish whatever I begin

Perseverance / Grit0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I can resist doing something when I know I

Self Management

32%

34%

39%

30%

27%

16%

7%

9%

16%

2%

0%

0%

5%

5%

5%

25%

25%

25%

I f inish whatever I begin

I am diligent (hard working and careful)

I am a hard worker

27%

34%

34%

18%

7%

18%

0%

0%

7%

11%

25%

18%

I can resist doing something when I know I shouldn't do it

I pay attention to how I feel

39%

20%

16%

32%

16%

16%

0%

2%

5%

5%

25%

25%

I am a hard worker

Setbacks don't discourage me


34% 18% 16% 2%5% 25%I can calm myself down when I am excited or upset


© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.g y g g g g y g g




Self-Efficacy and Mindsets Belonging and Identity

48% 14% 9% 2%5% 23%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I feel good about my cultural or ethnic background


48% 18% 9% 2%5% 18%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

It's important to me that I improve my skills this year

Self‐Efficacy and Mindsets

45%

43%

43%

16%

18%

16%

11%

9%

7%

2%

2%

5%

7%

9%

11%

18%

18%

18%

g

I have a clear sense of my ethnic background

I am comfortable asking my teacher(s) for help

In my school, I feel that I belong to a group of f riends

43%

39%

36%

32%

16%

20%

20%

16%

5%

9%

5%

16%

7%

2%

2%

5%

5%

5%

11%

7%

25%

25%

25%

25%

y

I can do almost all the work in class if I don't give up

I can learn the things taught in school

How smart I am is something that I can change

I t thi if I i ht f il36%

50%

32%

23%

7%

20%

11%

2%

16%

5%

9%

2%

7%

14%

11%

18%

18%

18%

I am treated with as much respect as other students

There's at least one adult in this school I can talk to if I have a problem

I feel proud of my school

St l A A N t l Di St l Di Mi i

32%

30%

18%

16%

16%

14%

16%

20%

20%

5%

5%

16%

7%

5%

7%

25%

25%

25%

I try things even if I might fail

One of my goals in class is to learn as much as I can

What we do in school will help me succeed in life

Strongly Agree Agree Neutral Disagree Strongly Disagree MissingStrongly Agree Agree Neutral Disagree Strongly Disagree Missing





Interpersonal Skills Creativity

34% 32% 5%0%5% 25%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I can come up with new ideas

Creativity

41% 32% 5%0%5% 18%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I respect other points of view, even when I disagree


34%

30%

32%

32%

5%

7%

0%

2%

5%

5%

25%

25%

I can come up with new ideas

I am a creative person

59%

27%

48%

9%

32%

9%

2%

11%

7%

0%

0%

5%

5%

5%

7%

25%

25%

25%

disagree

I am comfortable interacting with people f rom a dif ferent racial or ethnic background

I can discuss a problem with a f riend without making it worse

I feel bad when someone gets their feelings hurt25% 30% 14% 0%5% 27%I like to imagine new ways to do things



27%

20%

27%

34%

9%

14%

14%

2%

5%

5%

18%

25%

I work well in a group or team

It is easy for me to communicate my thoughts and ideas





Critical Thinking

32% 32% 5%2%5% 25%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

When my solution to a problem is not working, I tr to f ig re o t hat ent rong

Critical Thinking

32%

27%

27%

23%

11%

16%

0%

2%

5%

7%

25%

25%

try to f igure out what went wrong

I try to think of many solutions when I have a problem

I am good at f iguring out the best solution to problems I'm facing

20% 23% 18% 5% 9% 25%

p g

I solve problems by f irst breaking them into smaller steps




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