EDUCATIONAL EFFECTIVENESS SURVEY™
Transcript of 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
Freeman HS: 3/31/2017 Sample Size: N= 44
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.
NOTICE
The Center for Educational Effectiveness, Inc. (CEE) makes substantial effort to ensure the accurate scoring, analysis, and reporting of the results of the Educational Effectiveness Survey. However, CEE makes no warranty of any kind with regard to this material, including, but not limited to, the implied warranties of merchantability and fitness for a particular purpose. CEE shall not be liable for errors contained herein or p y p p pfor incidental or consequential damages in connection with the furnishing, performance, or use of this material.
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Published by:Center for Educational Effectiveness IncCenter for Educational Effectiveness, Inc.
© 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. Printed in the U.S.A.
Contact Information:
Phone: 425-283-0384Phone: 425 283 0384Fax: 425-947-0066
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 2
Freeman HS: 3/31/2017 Sample Size: N= 44
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].
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 3
Freeman HS: 3/31/2017 Sample Size: N= 44
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
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help when needed
Freeman HS: 3/31/2017 Sample Size: N= 44
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.
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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
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 6
Freeman HS: 3/31/2017 Sample Size: N= 44
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
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 7
0%
Freeman HS: 3/31/2017 Sample Size: N= 44
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.
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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.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 9
Freeman HS: 3/31/2017 Sample Size: N= 44Educational Effectiveness Survey—Student
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%
Collaboration and Communication
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%
High Standards and Expectations
Parent and Community Involvement
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.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 10
Freeman HS: 3/31/2017 Sample Size: N= 44Educational Effectiveness Survey—Student
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%
Collaboration and Communication
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
Almost Always True Often True Sometimes TrueSeldom True Almost Never True Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 11
Freeman HS: 3/31/2017 Sample Size: N= 44Educational Effectiveness Survey—Student
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%
High Standards and Expectations
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
Almost Always True Often True Sometimes TrueSeldom True Almost Never True Missing
45% 20% 16% 11% 7%0%My teacher(s) expect all students to succeed, no matter who they are IIIC14
Almost Always True Often True Sometimes TrueSeldom True Almost Never True Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 12
Freeman HS: 3/31/2017 Sample Size: N= 44Educational Effectiveness Survey—Student
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
Parent and Community Involvement
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
Almost Always True Often True Sometimes TrueSeldom True Almost Never True Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
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
Almost Always True Often True Sometimes TrueSeldom True Almost Never True Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 13
Freeman HS: 3/31/2017 Sample Size: N= 44Educational Effectiveness Survey—Student
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
Almost Always True Often True Sometimes TrueSeldom True Almost Never True Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 14
Freeman HS: 3/31/2017 Sample Size: N= 44
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.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 15
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
Belonging and Identity
MeanScore Summary: 21st Century Skills21st Century Skills
3.98Belonging and Identity
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
Strongly Agree Agree Neutral Disagree Strongly Disagree Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
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%
Interpersonal Skills
Creativity
21st Century Skills
4.08
3.89
Creativity
Critical Thinking
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
28% 26% 13% 2% 6% 25%Critical Thinking
Strongly Agree Agree Neutral Disagree Strongly Disagree Missing
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EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
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16
Freeman HS: 3/31/2017 Sample Size: N= 44Student Engagement, Motivation & 21ST Century Skills
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
Strongly Agree Agree Neutral Disagree Strongly Disagree Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
43%
27%
14%
20%
16%
30%
2%
0%
7%
5%
18%
18%
I am a responsible student
I concentrate on my schoolwork
Strongly Agree Agree Neutral Disagree Strongly Disagree Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 17
Freeman HS: 3/31/2017 Sample Size: N= 44Student Engagement, Motivation & 21ST Century Skills
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
Strongly Agree Agree Neutral Disagree Strongly Disagree Missing
34% 18% 16% 2%5% 25%I can calm myself down when I am excited or upset
Strongly Agree Agree Neutral Disagree Strongly Disagree Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.g y g g g g y g g
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 18
Freeman HS: 3/31/2017 Sample Size: N= 44Student Engagement, Motivation & 21ST Century Skills
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
Belonging and Identity
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
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 19
Freeman HS: 3/31/2017 Sample Size: N= 44Student Engagement, Motivation & 21ST Century Skills
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
Interpersonal Skills
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
Strongly Agree Agree Neutral Disagree Strongly Disagree Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
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
Strongly Agree Agree Neutral Disagree Strongly Disagree Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 20
Freeman HS: 3/31/2017 Sample Size: N= 44Student Engagement, Motivation & 21ST Century Skills
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
Strongly Agree Agree Neutral Disagree Strongly Disagree Missing
© 2003‐2014 Center for Educational Effectiveness, Inc. All Rights Reserved.
EES Student/Student Engagement V3.1 © 2003-2014 Center for Educational Effectiveness, Inc. All Rights Reserved. 21