2019 VISTA SUPERINTENDENT SURVEY
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DistrictOverview: Survey Methodology, Design, and Report StructureThe Views on Instruction, State Standards, Teaching, and Assessment (VISTA) survey is an annual survey sponsored by the Massachusetts Department of Elementary and Secondary Education (DESE). VISTA gives educators a voice directly with the state on issues specific to education in Massachusetts. DESE will use educator feedback to improve statewide implementation, inform current and future policies, and better target state resources and supports.
In the 2019 administration, data collection began in mid-January and closed in mid-March. All Massachusetts superintendents were invited to participate. Superintendents from 41% (n = 165) of the state’s districts participated in the survey. Principals also participated in the 2019 VISTA survey, and a separate report includes results from the principal survey. Survey findings are weighted to represent all Massachusetts districts and schools.
The 2019 VISTA Superintendent Survey included six sections.
1. Demographic Questions 2. Educator Effectiveness 3. State Curriculum Frameworks 4. Social and Emotional Learning, Health, and Safety 5. DESE Overall Support 6. Charter School Leaders (not given to non-charter school leaders)
This report is broken down by section and includes tabular data for all selected-response (e.g., multiple choice) survey questions. Non-numeric open-ended text response questions are not included in this report.
In order to protect respondent confidentiality, the report does not include response data if a survey question had fewer than six respondents and/or if all respondents or all but one respondent selected a single response option.
See the VISTA webpage (MA VISTA Research) for more information about the VISTA study. The VISTA webpage includes more details about the study, additional reports, and copies of the VISTA surveys.
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Data TablesThese tables present detailed aggregated data for each survey question in the superintendent survey, grouped by section. There are multiple rows for each survey item, with a separate row for each possible response to that item; each row in the table is a unique item-response combination. Each table displays
#: Survey question number, which includes a suffix referring to sub-item (e.g., A1a or B2), Matrix_Text: The introductory text for items grouped in a matrix or list (e.g., What grade levels does your district serve? or Thinking of
the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.),
Item_Text: The full text of the item (e.g., All or The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should teach.),
Response: Each response option for the item (e.g., Yes or Agree Strongly), EstType: Estimate type (for categorical and ordinal items, the estimate is the weighted percent; for continuous items, the estimate is the
weighted mean), Est.: The weighted estimate, CI: The 95% confidence interval around the estimate, and N: The total number of participants who responded to the item.
The sum of weighted percentages across all response options within each item sum to approximately 100, with some exceptions due to rounding. These percentages and means have been produced by applying survey weights to the survey responses, and are referred to as “estimates” because they reflect the estimated percentage or mean from the full population (i.e., all districts or schools) even though only a subset of the population completed the survey. Each estimate has associated standard error and confidence interval, which are statistical measures of the reliability of this estimate.
The 95% confidence intervals can be used to approximate tests of statistical significance when comparing results between two items. For example, 24 percent of districts have superintendents who say, on average, most (51 to 75%) ELA lessons used teacher-created resources (item C2d), while 19 percent have superintendents who say, on average, most (51 to 75%) math lessons use teacher-created resources (item C4d). These percentages are different, but we know both percentages are estimates. Can we conclude that fewer districts have superintendents who say most math lessons use teacher-created resources? In other words, is 19 statistically significant from 24? For ELA, the confidence interval ranges from 18 to 30 percent. For mathematics, the confidence interval ranges from 14 to 24 percent. These two ranges overlap, which indicates
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that 19 is not significantly different from 24. In other words, there are not significantly more districts with superintendents who say that most ELA lessons used teacher-created resources compared to those who say that most math lessons do so.
Table 1. Demographic QuestionsThe first section of the survey includes questions about survey respondents’ experience in an administrative role and about their districts. Response from this section may be used to understand how to target resources and supports based on district profile.
# Matrix_Text Item_Text Response EstType Est. CI Na1a What grade levels does your district serve? All Grades, Pre-K-12 No Percent 40% 35% - 44% 165a1a What grade levels does your district serve? All Grades, Pre-K-12 Yes Percent 60% 56% - 65% 165a1b What grade levels does your district serve? All Grades, K-12 No Percent 88% 83% - 92% 165a1b What grade levels does your district serve? All Grades, K-12 Yes Percent 12% 8% - 17% 165a1c What grade levels does your district serve? Pre-K No Percent 93% 89% - 95% 165a1c What grade levels does your district serve? Pre-K Yes Percent 7% 5% - 11% 165a1d What grade levels does your district serve? Kindergarten No Percent 89% 84% - 93% 165a1d What grade levels does your district serve? Kindergarten Yes Percent 11% 7% - 16% 165a1e What grade levels does your district serve? Grade 1 No Percent 89% 83% - 93% 165a1e What grade levels does your district serve? Grade 1 Yes Percent 11% 7% - 17% 165a1f What grade levels does your district serve? Grade 2 No Percent 89% 83% - 93% 165a1f What grade levels does your district serve? Grade 2 Yes Percent 11% 7% - 17% 165a1g What grade levels does your district serve? Grade 3 No Percent 89% 83% - 93% 165a1g What grade levels does your district serve? Grade 3 Yes Percent 11% 7% - 17% 165a1h What grade levels does your district serve? Grade 4 No Percent 90% 86% - 93% 165a1h What grade levels does your district serve? Grade 4 Yes Percent 10% 7% - 14% 165a1i What grade levels does your district serve? Grade 5 No Percent 89% 84% - 92% 165a1i What grade levels does your district serve? Grade 5 Yes Percent 11% 8% - 16% 165a1j What grade levels does your district serve? Grade 6 No Percent 88% 83% - 91% 165a1j What grade levels does your district serve? Grade 6 Yes Percent 12% 9% - 17% 165a1k What grade levels does your district serve? Grade 7 No Percent 89% 83% - 92% 165a1k What grade levels does your district serve? Grade 7 Yes Percent 11% 8% - 17% 165a1l What grade levels does your district serve? Grade 8 No Percent 89% 83% - 92% 165a1l What grade levels does your district serve? Grade 8 Yes Percent 11% 8% - 17% 165a1m What grade levels does your district serve? Grade 9 No Percent 86% 81% - 90% 165a1m What grade levels does your district serve? Grade 9 Yes Percent 14% 10% - 19% 165a1n What grade levels does your district serve? Grade 10 No Percent 86% 81% - 90% 165a1n What grade levels does your district serve? Grade 10 Yes Percent 14% 10% - 19% 165a1o What grade levels does your district serve? Grade 11 No Percent 86% 81% - 90% 165a1o What grade levels does your district serve? Grade 11 Yes Percent 14% 10% - 19% 165
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# Matrix_Text Item_Text Response EstType Est. CI Na1p What grade levels does your district serve? Grade 12 No Percent 87% 82% - 91% 165a1p What grade levels does your district serve? Grade 12 Yes Percent 13% 9% - 18% 165a1q What grade levels does your district serve? Grade 13 (students aged 18-22) No Percent 79% 74% - 84% 165a1q What grade levels does your district serve? Grade 13 (students aged 18-22) Yes Percent 21% 16% - 26% 165a2 Including the current school year (2018-
19), how long have you worked as a district-level and/or school level administrator? Please do not include student practicum.
Mean 13 12 - 14 N/A
a3 Since September 2011, how many different people have served as Superintendent (or acting/interim Superintendent) in your district? Please include the current superintendent.
Mean 2 2 - 3 N/A
a4 Are you a leader of a charter school/district?
Yes Percent 21% 18% - 25% 158
a4 Are you a leader of a charter school/district?
No Percent 79% 75% - 82% 158
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Table 2. Educator Effectiveness (hiring, developing, evaluating, and retaining effective educators)DESE aims to ensure that all students have access to highly skilled educators by supporting opportunities to identify, develop, support, and retain highly effective educators. The Commonwealth’s approach to educator effectiveness involves:
setting high standards for educators, identifying and evaluating all educators based on those standards through the Massachusetts Framework for Educator Evaluation, ensuring the provision of useful and timely feedback, and providing high quality mentoring and targeted professional development to support ongoing growth and development.
DESE supports educator effectiveness by providing districts with training materials and resources, meaningful guidance, and timely communications, and regularly engages educators in the ongoing refinement of these supports and their implementation.
This section of the survey gathers feedback on respondents’ views on hiring, developing, and retaining effective educators in their district, as well as activities associated with evaluating and supporting educator growth and development.
# Matrix_Text Item_Text Response EstType Est. Cl Nb1a What proportion of your new hires are secured
using the following sources?Grow-your-own models (including internship/apprenticeship route for administrators or an approved district-based licensure program)
Few or none (0 to 25%) Percent 69% 62% - 75% 151
b1a What proportion of your new hires are secured using the following sources?
Grow-your-own models (including internship/apprenticeship route for administrators or an approved district-based licensure program)
Some (26 to 50%) Percent 24% 18% - 31% 151
b1a What proportion of your new hires are secured using the following sources?
Grow-your-own models (including internship/apprenticeship route for administrators or an approved district-based licensure program)
Most (51 to 75%) Percent 3% 1% - 6% 151
b1a What proportion of your new hires are secured using the following sources?
Grow-your-own models (including internship/apprenticeship route for administrators or an approved district-based licensure program)
All or nearly all (76 to 100%)
Percent 4% 2% - 7% 151
b1b What proportion of your new hires are secured using the following sources?
Partnership(s) with traditional teacher/administrator preparation providers
Few or none (0 to 25%) Percent 70% 64% - 75% 152
b1b What proportion of your new hires are secured using the following sources?
Partnership(s) with traditional teacher/administrator preparation providers
Some (26 to 50%) Percent 23% 18% - 29% 152
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# Matrix_Text Item_Text Response EstType Est. Cl Nb1b What proportion of your new hires are secured
using the following sources?Partnership(s) with traditional teacher/administrator preparation providers
Most (51 to 75%) Percent 5% 3% - 8% 152
b1b What proportion of your new hires are secured using the following sources?
Partnership(s) with traditional teacher/administrator preparation providers
All or nearly all (76 to 100%)
Percent 3% 2% - 5% 152
b1c What proportion of your new hires are secured using the following sources?
Partnership(s) with alternative teacher/administrator preparation providers
Few or none (0 to 25%) Percent 81% 75% - 87% 149
b1c What proportion of your new hires are secured using the following sources?
Partnership(s) with alternative teacher/administrator preparation providers
Some (26 to 50%) Percent 14% 9% - 20% 149
b1c What proportion of your new hires are secured using the following sources?
Partnership(s) with alternative teacher/administrator preparation providers
Most (51 to 75%) Percent 5% 2% - 9% 149
b1c What proportion of your new hires are secured using the following sources?
Partnership(s) with alternative teacher/administrator preparation providers
All or nearly all (76 to 100%)
Percent 0% 0% - 2% 149
b1d What proportion of your new hires are secured using the following sources?
Individuals placed in our district for student teaching or as administrative interns
Few or none (0 to 25%) Percent 69% 63% - 74% 152
b1d What proportion of your new hires are secured using the following sources?
Individuals placed in our district for student teaching or as administrative interns
Some (26 to 50%) Percent 29% 24% - 35% 152
b1d What proportion of your new hires are secured using the following sources?
Individuals placed in our district for student teaching or as administrative interns
Most (51 to 75%) Percent 1% 0% - 2% 152
b1d What proportion of your new hires are secured using the following sources?
Individuals placed in our district for student teaching or as administrative interns
All or nearly all (76 to 100%)
Percent 1% 0% - 3% 152
b1e What proportion of your new hires are secured using the following sources?
General recruitment efforts (e.g., online job posting, job fairs)
Few or none (0 to 25%) Percent 11% 7% - 15% 154
b1e What proportion of your new hires are secured using the following sources?
General recruitment efforts (e.g., online job posting, job fairs)
Some (26 to 50%) Percent 16% 12% - 22% 154
b1e What proportion of your new hires are secured using the following sources?
General recruitment efforts (e.g., online job posting, job fairs)
Most (51 to 75%) Percent 26% 20% - 33% 154
b1e What proportion of your new hires are secured using the following sources?
General recruitment efforts (e.g., online job posting, job fairs)
All or nearly all (76 to 100%)
Percent 47% 42% - 52% 154
b1f What proportion of your new hires are secured using the following sources?
Targeted recruitment efforts (e.g., head hunting)
Few or none (0 to 25%) Percent 78% 71% - 83% 151
b1f What proportion of your new hires are secured Targeted recruitment efforts (e.g., head Some (26 to 50%) Percent 15% 11% - 21% 151
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# Matrix_Text Item_Text Response EstType Est. Cl Nusing the following sources? hunting)
b1f What proportion of your new hires are secured using the following sources?
Targeted recruitment efforts (e.g., head hunting)
Most (51 to 75%) Percent 2% 1% - 5% 151
b1f What proportion of your new hires are secured using the following sources?
Targeted recruitment efforts (e.g., head hunting)
All or nearly all (76 to 100%)
Percent 4% 2% - 9% 151
b1g What proportion of your new hires are secured using the following sources?
Word of mouth/referral from existing staff Few or none (0 to 25%) Percent 45% 39% - 52% 150
b1g What proportion of your new hires are secured using the following sources?
Word of mouth/referral from existing staff Some (26 to 50%) Percent 45% 39% - 52% 150
b1g What proportion of your new hires are secured using the following sources?
Word of mouth/referral from existing staff Most (51 to 75%) Percent 7% 5% - 11% 150
b1g What proportion of your new hires are secured using the following sources?
Word of mouth/referral from existing staff All or nearly all (76 to 100%)
Percent 2% 1% - 6% 150
b1h What proportion of your new hires are secured using the following sources?
Other (specify) Few or none (0 to 25%) Percent 89% 78% - 95% 31
b1h What proportion of your new hires are secured using the following sources?
Other (specify) Some (26 to 50%) Percent 4% 1% - 15% 31
b1h What proportion of your new hires are secured using the following sources?
Other (specify) Most (51 to 75%) Percent 7% 2% - 17% 31
b1h What proportion of your new hires are secured using the following sources?
Other (specify) All or nearly all (76 to 100%)
Percent 0% 0% - 0% 31
b2 How frequently are you able to hire an ideal candidate for a principal vacancy?
All of the time Percent 20% 16% - 26% 154
b2 How frequently are you able to hire an ideal candidate for a principal vacancy?
Most of the time Percent 43% 37% - 49% 154
b2 How frequently are you able to hire an ideal candidate for a principal vacancy?
Some of the time Percent 27% 21% - 34% 154
b2 How frequently are you able to hire an ideal candidate for a principal vacancy?
I am usually unable to hire an ideal candidate
Percent 10% 6% - 16% 154
b3a What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Diversity Task Force No Percent 80% 74% - 84% 146
b3a What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Diversity Task Force Yes Percent 20% 16% - 26% 146
b3b What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
District-level position(s) primarily focused on Diversity, Equity, and Inclusion
No Percent 83% 78% - 87% 146
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# Matrix_Text Item_Text Response EstType Est. Cl Nb3b What structures or supports does your district
have in place to support the recruitment and retention of educators of color? Please check all that apply.
District-level position(s) primarily focused on Diversity, Equity, and Inclusion
Yes Percent 17% 13% - 22% 146
b3c What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Training and/or protocols associated with identifying and reducing hiring bias
No Percent 65% 58% - 71% 146
b3c What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Training and/or protocols associated with identifying and reducing hiring bias
Yes Percent 35% 29% - 42% 146
b3d What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Diversity goals No Percent 54% 47% - 60% 146
b3d What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Diversity goals Yes Percent 46% 40% - 53% 146
b3e What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Affinity groups No Percent 91% 85% - 94% 146
b3e What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Affinity groups Yes Percent 9% 6% - 15% 146
b3f What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Intentional pipeline programs (e.g., grow-your-own models, prep partnerships, residency programs) designed explicitly to diversify the workforce
No Percent 89% 83% - 93% 146
b3f What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Intentional pipeline programs (e.g., grow-your-own models, prep partnerships, residency programs) designed explicitly to diversify the workforce
Yes Percent 11% 7% - 17% 146
b3g What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Cultural responsiveness training/support for all educators
No Percent 48% 42% - 54% 146
b3g What structures or supports does your district Cultural responsiveness training/support Yes Percent 52% 46% - 58% 146
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# Matrix_Text Item_Text Response EstType Est. Cl Nhave in place to support the recruitment and retention of educators of color? Please check all that apply.
for all educators
b3h What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Proactive and targeted recruitment efforts No Percent 52% 44% - 59% 146
b3h What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Proactive and targeted recruitment efforts Yes Percent 48% 41% - 56% 146
b3i What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Partnership(s) with teacher/administrator preparation providers (traditional or alternative)
No Percent 74% 68% - 79% 146
b3i What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Partnership(s) with teacher/administrator preparation providers (traditional or alternative)
Yes Percent 26% 21% - 32% 146
b3j What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Other, specify No Percent 89% 85% - 92% 146
b3j What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.
Other, specify Yes Percent 11% 8% - 15% 146
b4a Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Providing financial incentives (e.g., signing bonuses, loan forgiveness)
No need Percent 19% 14% - 26% 134
b4a Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Providing financial incentives (e.g., signing bonuses, loan forgiveness)
Low Priority Percent 19% 15% - 24% 134
b4a Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Providing financial incentives (e.g., signing bonuses, loan forgiveness)
Moderate Priority Percent 29% 23% - 36% 134
b4a Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Providing financial incentives (e.g., signing bonuses, loan forgiveness)
High Priority Percent 33% 26% - 40% 134
b4b Please prioritize the strategies at the state level that would best support your ability to recruit a
Supporting grow-your-own models No need Percent 7% 5% - 11% 139
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# Matrix_Text Item_Text Response EstType Est. Cl Nmore racially/ethnically diverse workforce.
b4b Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Supporting grow-your-own models Low Priority Percent 33% 28% - 39% 139
b4b Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Supporting grow-your-own models Moderate Priority Percent 28% 22% - 34% 139
b4b Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Supporting grow-your-own models High Priority Percent 32% 26% - 38% 139
b4c Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Removing or reducing financial barriers associated with the MTEL
No need Percent 15% 11% - 20% 133
b4c Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Removing or reducing financial barriers associated with the MTEL
Low Priority Percent 36% 29% - 43% 133
b4c Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Removing or reducing financial barriers associated with the MTEL
Moderate Priority Percent 32% 26% - 39% 133
b4c Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Removing or reducing financial barriers associated with the MTEL
High Priority Percent 18% 12% - 24% 133
b4d Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Facilitating a statewide convening and ongoing networks to share and disseminate best practices
No need Percent 3% 2% - 6% 145
b4d Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Facilitating a statewide convening and ongoing networks to share and disseminate best practices
Low Priority Percent 26% 20% - 33% 145
b4d Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Facilitating a statewide convening and ongoing networks to share and disseminate best practices
Moderate Priority Percent 51% 44% - 59% 145
b4d Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Facilitating a statewide convening and ongoing networks to share and disseminate best practices
High Priority Percent 19% 14% - 26% 145
b4e Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Launching a statewide recruitment campaign
No need Percent 7% 4% - 11% 142
b4e Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Launching a statewide recruitment campaign
Low Priority Percent 21% 15% - 29% 142
b4e Please prioritize the strategies at the state level Launching a statewide recruitment Moderate Priority Percent 42% 35% - 49% 142
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# Matrix_Text Item_Text Response EstType Est. Cl Nthat would best support your ability to recruit a more racially/ethnically diverse workforce.
campaign
b4e Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Launching a statewide recruitment campaign
High Priority Percent 31% 25% - 36% 142
b4f Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Running a statewide fellowship program for educators of color
No need Percent 4% 2% - 8% 147
b4f Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Running a statewide fellowship program for educators of color
Low Priority Percent 10% 6% - 16% 147
b4f Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Running a statewide fellowship program for educators of color
Moderate Priority Percent 44% 37% - 52% 147
b4f Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Running a statewide fellowship program for educators of color
High Priority Percent 42% 35% - 49% 147
b4g Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Providing support/structures for building partnerships with local educator preparation program providers
No need Percent 2% 1% - 5% 146
b4g Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Providing support/structures for building partnerships with local educator preparation program providers
Low Priority Percent 15% 10% - 22% 146
b4g Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Providing support/structures for building partnerships with local educator preparation program providers
Moderate Priority Percent 49% 42% - 55% 146
b4g Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Providing support/structures for building partnerships with local educator preparation program providers
High Priority Percent 34% 29% - 39% 146
b4h Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Other (specify): No need Percent 64% 46% - 79% 16
b4h Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Other (specify): Low Priority Percent 0% 0% - 0% 16
b4h Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Other (specify): Moderate Priority Percent 5% 1% - 18% 16
b4h Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.
Other (specify): High Priority Percent 31% 16% - 51% 16
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# Matrix_Text Item_Text Response EstType Est. Cl Nb5a Which incentives/structures does your district use
to support meaningful, high-quality professional development for teachers?
Individual choice/autonomy in offerings Don't use Percent 1% 0% - 3% 152
b5a Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Individual choice/autonomy in offerings Low use Percent 20% 15% - 25% 152
b5a Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Individual choice/autonomy in offerings Moderate use Percent 40% 34% - 45% 152
b5a Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Individual choice/autonomy in offerings Significant use Percent 40% 34% - 46% 152
b5b Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
District-level coaching support Don't use Percent 14% 10% - 20% 154
b5b Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
District-level coaching support Low use Percent 16% 12% - 22% 154
b5b Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
District-level coaching support Moderate use Percent 30% 23% - 37% 154
b5b Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
District-level coaching support Significant use Percent 40% 33% - 46% 154
b5c Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
School-level coaching support Don't use Percent 9% 6% - 14% 154
b5c Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
School-level coaching support Low use Percent 5% 3% - 9% 154
b5c Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
School-level coaching support Moderate use Percent 32% 25% - 40% 154
b5c Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
School-level coaching support Significant use Percent 53% 46% - 60% 154
b5d Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Dedicated time during the school year Don't use Percent 0% 0% - 1% 154
b5d Which incentives/structures does your district use to support meaningful, high-quality professional
Dedicated time during the school year Low use Percent 2% 1% - 4% 154
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# Matrix_Text Item_Text Response EstType Est. Cl Ndevelopment for teachers?
b5d Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Dedicated time during the school year Moderate use Percent 19% 15% - 24% 154
b5d Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Dedicated time during the school year Significant use Percent 79% 73% - 83% 154
b5e Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Dedicated time during the school day Don't use Percent 2% 1% - 5% 154
b5e Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Dedicated time during the school day Low use Percent 26% 19% - 33% 154
b5e Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Dedicated time during the school day Moderate use Percent 33% 27% - 39% 154
b5e Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Dedicated time during the school day Significant use Percent 40% 33% - 46% 154
b5f Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Monetary incentives (e.g., stipends) Don't use Percent 14% 10% - 18% 153
b5f Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Monetary incentives (e.g., stipends) Low use Percent 33% 27% - 40% 153
b5f Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Monetary incentives (e.g., stipends) Moderate use Percent 41% 33% - 49% 153
b5f Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Monetary incentives (e.g., stipends) Significant use Percent 13% 10% - 16% 153
b5g Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Professional development points (PDPs) Don't use Percent 0% 0% - 0% 154
b5g Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Professional development points (PDPs) Low use Percent 7% 4% - 12% 154
b5g Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Professional development points (PDPs) Moderate use Percent 30% 24% - 36% 154
b5g Which incentives/structures does your district use Professional development points (PDPs) Significant use Percent 64% 57% - 70% 154
14
# Matrix_Text Item_Text Response EstType Est. Cl Nto support meaningful, high-quality professional development for teachers?
b5h Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Connection to educator evaluation system Don't use Percent 1% 0% - 2% 154
b5h Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Connection to educator evaluation system Low use Percent 21% 16% - 28% 154
b5h Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Connection to educator evaluation system Moderate use Percent 52% 46% - 58% 154
b5h Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Connection to educator evaluation system Significant use Percent 26% 20% - 33% 154
b5i Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Teacher-led professional development Don't use Percent 0% 0% - 0% 154
b5i Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Teacher-led professional development Low use Percent 11% 8% - 16% 154
b5i Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Teacher-led professional development Moderate use Percent 46% 39% - 53% 154
b5i Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Teacher-led professional development Significant use Percent 43% 37% - 49% 154
b5j Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Cross-district learning teams/networks Don't use Percent 11% 7% - 16% 153
b5j Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Cross-district learning teams/networks Low use Percent 19% 14% - 25% 153
b5j Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Cross-district learning teams/networks Moderate use Percent 34% 27% - 41% 153
b5j Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Cross-district learning teams/networks Significant use Percent 36% 30% - 43% 153
b5k Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Other (specify): Don't use Percent 66% 39% - 85% 11
15
# Matrix_Text Item_Text Response EstType Est. Cl Nb5k Which incentives/structures does your district use
to support meaningful, high-quality professional development for teachers?
Other (specify): Low use Percent 6% 1% - 21% 11
b5k Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Other (specify): Moderate use Percent 0% 0% - 0% 11
b5k Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?
Other (specify): Significant use Percent 29% 11% - 57% 11
b6 Of all the professional development for teachers provided in your district, what percentage is developed in-house by your district?
Mean 66 64 - 69 N/A
b7a1 Please identify the rubric(s) used by your district for principal/school administrator evaluation. Please select all that apply.
2018 updated model rubric No Percent 37% 31% - 43% 153
b7a1 Please identify the rubric(s) used by your district for principal/school administrator evaluation. Please select all that apply.
2018 updated model rubric Yes Percent 63% 57% - 69% 153
b7a2 Please identify the rubric(s) used by your district for principal/school administrator evaluation. Please select all that apply.
2012 original model rubric No Percent 68% 63% - 73% 153
b7a2 Please identify the rubric(s) used by your district for principal/school administrator evaluation. Please select all that apply.
2012 original model rubric Yes Percent 32% 27% - 37% 153
b7a3 Please identify the rubric(s) used by your district for principal/school administrator evaluation. Please select all that apply.
District-specific rubric No Percent 83% 78% - 88% 153
b7a3 Please identify the rubric(s) used by your district for principal/school administrator evaluation. Please select all that apply.
District-specific rubric Yes Percent 17% 12% - 22% 153
b7a4 Please identify the rubric(s) used by your district for principal/school administrator evaluation. Please select all that apply.
Don't use a specific rubric No Percent 99% 97% - 100% 153
b7a4 Please identify the rubric(s) used by your district for principal/school administrator evaluation. Please select all that apply.
Don't use a specific rubric Yes Percent 1% 0% - 3% 153
b8a Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.
The principal evaluation system is effective in identifying outstanding school leaders.
Disagree Strongly Percent 3% 1% - 5% 154
16
# Matrix_Text Item_Text Response EstType Est. Cl Nb8a Please indicate your agreement with the following
statements about the principal/school administrator evaluation system used in your district.
The principal evaluation system is effective in identifying outstanding school leaders.
Disagree Somewhat Percent 11% 8% - 15% 154
b8a Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.
The principal evaluation system is effective in identifying outstanding school leaders.
Agree Somewhat Percent 74% 69% - 79% 154
b8a Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.
The principal evaluation system is effective in identifying outstanding school leaders.
Agree Strongly Percent 12% 8% - 17% 154
b8b Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.
The principal evaluation system is effective in identifying school leaders who are struggling.
Disagree Strongly Percent 1% 1% - 3% 154
b8b Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.
The principal evaluation system is effective in identifying school leaders who are struggling.
Disagree Somewhat Percent 12% 9% - 16% 154
b8b Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.
The principal evaluation system is effective in identifying school leaders who are struggling.
Agree Somewhat Percent 71% 66% - 76% 154
b8b Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.
The principal evaluation system is effective in identifying school leaders who are struggling.
Agree Strongly Percent 15% 11% - 20% 154
b9a1 Please identify the rubric(s) used by you for classroom teacher evaluations. Please select all that apply.
2018 updated model rubric No Percent 49% 42% - 56% 153
b9a1 Please identify the rubric(s) used by you for classroom teacher evaluations. Please select all that apply.
2018 updated model rubric Yes Percent 51% 44% - 58% 153
b9a2 Please identify the rubric(s) used by you for classroom teacher evaluations. Please select all that apply.
2012 original model rubric No Percent 58% 52% - 65% 153
b9a2 Please identify the rubric(s) used by you for classroom teacher evaluations. Please select all that apply.
2012 original model rubric Yes Percent 42% 35% - 48% 153
b9a3 Please identify the rubric(s) used by you for District-specific rubric No Percent 84% 79% - 88% 153
17
# Matrix_Text Item_Text Response EstType Est. Cl Nclassroom teacher evaluations. Please select all that apply.
b9a3 Please identify the rubric(s) used by you for classroom teacher evaluations. Please select all that apply.
District-specific rubric Yes Percent 16% 12% - 21% 153
b9a4 Please identify the rubric(s) used by you for classroom teacher evaluations. Please select all that apply.
Don't use a specific rubric No Percent 100% 100% - 100% 153
b9a4 Please identify the rubric(s) used by you for classroom teacher evaluations. Please select all that apply.
Don't use a specific rubric Yes Percent 0% 0% - 0% 153
b10a Please indicate your agreement with the following statements about the teacher evaluation system used in your district.
The evaluation system used in my district is effective in identifying outstanding teachers.
Disagree Strongly Percent 3% 2% - 6% 154
b10a Please indicate your agreement with the following statements about the teacher evaluation system used in your district.
The evaluation system used in my district is effective in identifying outstanding teachers.
Disagree Somewhat Percent 7% 5% - 11% 154
b10a Please indicate your agreement with the following statements about the teacher evaluation system used in your district.
The evaluation system used in my district is effective in identifying outstanding teachers.
Agree Somewhat Percent 64% 57% - 70% 154
b10a Please indicate your agreement with the following statements about the teacher evaluation system used in your district.
The evaluation system used in my district is effective in identifying outstanding teachers.
Agree Strongly Percent 26% 20% - 33% 154
b10b Please indicate your agreement with the following statements about the teacher evaluation system used in your district.
The evaluation system used in my district is an effective tool to support teacher growth and development.
Disagree Strongly Percent 2% 1% - 4% 154
b10b Please indicate your agreement with the following statements about the teacher evaluation system used in your district.
The evaluation system used in my district is an effective tool to support teacher growth and development.
Disagree Somewhat Percent 13% 9% - 18% 154
b10b Please indicate your agreement with the following statements about the teacher evaluation system used in your district.
The evaluation system used in my district is an effective tool to support teacher growth and development.
Agree Somewhat Percent 66% 58% - 73% 154
b10b Please indicate your agreement with the following statements about the teacher evaluation system used in your district.
The evaluation system used in my district is an effective tool to support teacher growth and development.
Agree Strongly Percent 19% 13% - 25% 154
b11a Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Most effective Providing them with regular, positive feedback and/or informal critical feedback
Percent 44% 37% - 51% 153
b11a Which of the following retention strategies are the most effective in retaining your most effective
Most effective Identifying and supporting them in
Percent 6% 4% - 9% 153
18
# Matrix_Text Item_Text Response EstType Est. Cl Nteachers? Please select the three most effective strategies for your district.
specific areas of professional development
b11a Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Most effective Publicly recognizing their accomplishments
Percent 3% 2% - 6% 153
b11a Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Most effective Informing them that they are high performing and having intentional 'stay' conversations
Percent 6% 4% - 10% 153
b11a Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Most effective Identifying formal opportunities/paths for teacher leader roles or putting them in charge of something
Percent 23% 18% - 28% 153
b11a Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Most effective Providing them with access to additional resources for their classrooms
Percent 1% 0% - 3% 153
b11a Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Most effective Emphasizing collaborative learning/planning time with other effective colleagues
Percent 14% 11% - 19% 153
b11a Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Most effective Other (specify): Percent 3% 1% - 5% 153
b11b Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Second most effective Providing them with regular, positive feedback and/or informal critical feedback
Percent 11% 8% - 16% 153
b11b Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Second most effective Identifying and supporting them in specific areas of professional development
Percent 36% 31% - 42% 153
b11b Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Second most effective Publicly recognizing their accomplishments
Percent 5% 3% - 9% 153
19
# Matrix_Text Item_Text Response EstType Est. Cl Nb11b Which of the following retention strategies are
the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Second most effective Informing them that they are high performing and having intentional 'stay' conversations
Percent 6% 3% - 12% 153
b11b Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Second most effective Identifying formal opportunities/paths for teacher leader roles or putting them in charge of something
Percent 17% 13% - 22% 153
b11b Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Second most effective Providing them with access to additional resources for their classrooms
Percent 5% 3% - 8% 153
b11b Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Second most effective Emphasizing collaborative learning/planning time with other effective colleagues
Percent 19% 14% - 25% 153
b11b Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Second most effective Other (specify): Percent 0% 0% - 0% 153
b11c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Third most effective Providing them with regular, positive feedback and/or informal critical feedback
Percent 14% 10% - 19% 152
b11c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Third most effective Identifying and supporting them in specific areas of professional development
Percent 10% 7% - 14% 152
b11c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Third most effective Publicly recognizing their accomplishments
Percent 14% 11% - 19% 152
b11c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Third most effective Informing them that they are high performing and having intentional 'stay' conversations
Percent 9% 7% - 12% 152
b11c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective
Third most effective Identifying formal opportunities/paths for teacher leader roles or
Percent 21% 15% - 27% 152
20
# Matrix_Text Item_Text Response EstType Est. Cl Nstrategies for your district. putting them in charge of
somethingb11c Which of the following retention strategies are
the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Third most effective Providing them with access to additional resources for their classrooms
Percent 11% 7% - 15% 152
b11c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Third most effective Emphasizing collaborative learning/planning time with other effective colleagues
Percent 21% 16% - 26% 152
b11c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.
Third most effective Other (specify): Percent 0% 0% - 0% 152
b12a Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Recruitment efforts including proactive pipeline development work (e.g., strategically coordinating student teachers, running internship/apprenticeship programs for administrators)
No Need Percent 9% 6% - 12% 154
b12a Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Recruitment efforts including proactive pipeline development work (e.g., strategically coordinating student teachers, running internship/apprenticeship programs for administrators)
Low Priority Percent 13% 9% - 18% 154
b12a Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Recruitment efforts including proactive pipeline development work (e.g., strategically coordinating student teachers, running internship/apprenticeship programs for administrators)
Moderate Priority Percent 30% 24% - 37% 154
b12a Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Recruitment efforts including proactive pipeline development work (e.g., strategically coordinating student teachers, running internship/apprenticeship programs for administrators)
High Priority Percent 48% 42% - 55% 154
b12b Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Hiring the right candidate for a position No Need Percent 25% 20% - 31% 151
21
# Matrix_Text Item_Text Response EstType Est. Cl Nb12b Prioritize the areas in which you would like to
receive additional DESE support and resources to foster workforce effectiveness.
Hiring the right candidate for a position Low Priority Percent 30% 24% - 37% 151
b12b Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Hiring the right candidate for a position Moderate Priority Percent 28% 23% - 34% 151
b12b Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Hiring the right candidate for a position High Priority Percent 17% 13% - 21% 151
b12c Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Induction and mentoring No Need Percent 11% 7% - 15% 153
b12c Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Induction and mentoring Low Priority Percent 23% 18% - 29% 153
b12c Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Induction and mentoring Moderate Priority Percent 38% 33% - 43% 153
b12c Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Induction and mentoring High Priority Percent 28% 24% - 33% 153
b12d Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Teacher placement/assignment No Need Percent 33% 27% - 39% 151
b12d Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Teacher placement/assignment Low Priority Percent 35% 28% - 42% 151
b12d Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Teacher placement/assignment Moderate Priority Percent 26% 21% - 31% 151
b12d Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Teacher placement/assignment High Priority Percent 7% 4% - 10% 151
b12e Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Supervision and evaluation No Need Percent 13% 9% - 17% 153
b12e Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Supervision and evaluation Low Priority Percent 31% 25% - 37% 153
b12e Prioritize the areas in which you would like to receive additional DESE support and resources to
Supervision and evaluation Moderate Priority Percent 39% 32% - 46% 153
22
# Matrix_Text Item_Text Response EstType Est. Cl Nfoster workforce effectiveness.
b12e Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Supervision and evaluation High Priority Percent 17% 13% - 23% 153
b12f Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Professional development No Need Percent 10% 6% - 14% 153
b12f Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Professional development Low Priority Percent 15% 11% - 19% 153
b12f Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Professional development Moderate Priority Percent 35% 29% - 41% 153
b12f Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Professional development High Priority Percent 41% 34% - 48% 153
b12g Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Recognition and advancement No Need Percent 12% 9% - 17% 152
b12g Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Recognition and advancement Low Priority Percent 30% 24% - 37% 152
b12g Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Recognition and advancement Moderate Priority Percent 42% 36% - 49% 152
b12g Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Recognition and advancement High Priority Percent 16% 12% - 21% 152
b12h Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Basic human resource functions (e.g., licensure, payroll, legal)
No Need Percent 12% 8% - 16% 153
b12h Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Basic human resource functions (e.g., licensure, payroll, legal)
Low Priority Percent 27% 21% - 33% 153
b12h Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Basic human resource functions (e.g., licensure, payroll, legal)
Moderate Priority Percent 39% 32% - 46% 153
b12h Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Basic human resource functions (e.g., licensure, payroll, legal)
High Priority Percent 23% 17% - 30% 153
b12i Prioritize the areas in which you would like to Data collection, tracking, and analyses No Need Percent 6% 4% - 9% 154
23
# Matrix_Text Item_Text Response EstType Est. Cl Nreceive additional DESE support and resources to foster workforce effectiveness.
specific to your workforce
b12i Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Data collection, tracking, and analyses specific to your workforce
Low Priority Percent 22% 16% - 30% 154
b12i Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Data collection, tracking, and analyses specific to your workforce
Moderate Priority Percent 48% 40% - 55% 154
b12i Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Data collection, tracking, and analyses specific to your workforce
High Priority Percent 24% 19% - 31% 154
b12j Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Other (specify): No Need Percent 44% 24% - 65% 12
b12j Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Other (specify): Low Priority Percent 6% 2% - 23% 12
b12j Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Other (specify): Moderate Priority Percent 0% 0% - 0% 12
b12j Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.
Other (specify): High Priority Percent 50% 28% - 71% 12
24
Table 3. State Curriculum FrameworksThe Massachusetts Curriculum Frameworks are designed to increase academic aspirations and raise expectations for learning. DESE aims to support Massachusetts educators in implementing high quality instruction that is aligned to our state’s strong standards by
setting and measuring high expectations, deepening professional learning for educators, and supporting child-first instruction.
The Next Generation Massachusetts Comprehensive Assessment System (NextGen MCAS) is aligned to those high standards and designed to provide districts with feedback on student progress in attaining the standards.
Questions in this section of the survey address respondents’ views on the alignment, instructional support for, and implementation of the Massachusetts Curriculum Frameworks (English Language Arts, Mathematics, History and Social Science, and Science and Technology/Engineering) in their districts.
# Matrix_Text Item_Text Response EstType Est. Cl Nc1a Prioritize the guidance needed to successfully
implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Which curricula are best aligned. No Need Percent 9% 7% - 13% 154
c1a Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Which curricula are best aligned. Low Priority Percent 22% 17% - 27% 154
c1a Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Which curricula are best aligned. Moderate Priority Percent 44% 36% - 51% 154
c1a Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Which curricula are best aligned. High Priority Percent 26% 20% - 33% 154
c1b Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Developing curriculum that is well aligned. No Need Percent 7% 4% - 11% 154
c1b Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Developing curriculum that is well aligned. Low Priority Percent 16% 12% - 21% 154
c1b Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Developing curriculum that is well aligned. Moderate Priority Percent 32% 26% - 39% 154
c1b Prioritize the guidance needed to successfully Developing curriculum that is well aligned. High Priority Percent 45% 39% - 52% 154
25
# Matrix_Text Item_Text Response EstType Est. Cl Nimplement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
c1c Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Identifying professional development providers to support implementation.
No Need Percent 4% 2% - 7% 154
c1c Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Identifying professional development providers to support implementation.
Low Priority Percent 24% 19% - 29% 154
c1c Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Identifying professional development providers to support implementation.
Moderate Priority Percent 47% 41% - 52% 154
c1c Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.
Identifying professional development providers to support implementation.
High Priority Percent 25% 21% - 31% 154
c2a Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Few or none (0 to 25%) Percent 7% 4% - 11% 153
c2a Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Some (26 to 50%) Percent 39% 33% - 44% 153
c2a Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Most (51 to 75%) Percent 38% 32% - 44% 153
c2a Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
All or nearly all (76 to 100%)
Percent 16% 13% - 21% 153
c2b Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
District-developed curriculum Few or none (0 to 25%) Percent 16% 12% - 21% 153
c2b Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
District-developed curriculum Some (26 to 50%) Percent 39% 33% - 46% 153
c2b Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the
District-developed curriculum Most (51 to 75%) Percent 35% 29% - 42% 153
26
# Matrix_Text Item_Text Response EstType Est. Cl Nfollowing instructional materials?
c2b Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
District-developed curriculum All or nearly all (76 to 100%)
Percent 9% 6% - 15% 153
c2c Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Teacher-selected resources Few or none (0 to 25%) Percent 16% 12% - 22% 153
c2c Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Teacher-selected resources Some (26 to 50%) Percent 49% 42% - 55% 153
c2c Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Teacher-selected resources Most (51 to 75%) Percent 27% 21% - 33% 153
c2c Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Teacher-selected resources All or nearly all (76 to 100%)
Percent 9% 5% - 13% 153
c2d Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Teacher-created resources Few or none (0 to 25%) Percent 19% 15% - 24% 153
c2d Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Teacher-created resources Some (26 to 50%) Percent 49% 43% - 54% 153
c2d Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Teacher-created resources Most (51 to 75%) Percent 24% 18% - 30% 153
c2d Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Teacher-created resources All or nearly all (76 to 100%)
Percent 8% 5% - 13% 153
c2e Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Other (specify): Few or none (0 to 25%) Percent 90% 65% - 98% 8
27
# Matrix_Text Item_Text Response EstType Est. Cl Nc2e Over the course of the school year, on average,
what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Other (specify): Some (26 to 50%) Percent 10% 2% - 35% 8
c2e Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Other (specify): Most (51 to 75%) Percent 0% 0% - 0% 8
c2e Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?
Other (specify): All or nearly all (76 to 100%)
Percent 0% 0% - 0% 8
c3a Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Which curricula are best aligned. No Need Percent 10% 7% - 14% 154
c3a Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Which curricula are best aligned. Low Priority Percent 23% 17% - 30% 154
c3a Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Which curricula are best aligned. Moderate Priority Percent 32% 26% - 38% 154
c3a Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Which curricula are best aligned. High Priority Percent 35% 29% - 43% 154
c3b Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Developing curriculum that is well aligned. No Need Percent 6% 4% - 9% 154
c3b Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Developing curriculum that is well aligned. Low Priority Percent 17% 13% - 22% 154
c3b Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Developing curriculum that is well aligned. Moderate Priority Percent 35% 29% - 41% 154
c3b Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Developing curriculum that is well aligned. High Priority Percent 42% 37% - 48% 154
c3c Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Identifying professional development providers to support implementation.
No Need Percent 4% 2% - 6% 154
c3c Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum
Identifying professional development providers to support implementation.
Low Priority Percent 16% 12% - 21% 154
28
# Matrix_Text Item_Text Response EstType Est. Cl NFramework.
c3c Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Identifying professional development providers to support implementation.
Moderate Priority Percent 47% 40% - 53% 154
c3c Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.
Identifying professional development providers to support implementation.
High Priority Percent 34% 29% - 39% 154
c4a Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Few or none (0 to 25%) Percent 5% 3% - 9% 153
c4a Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Some (26 to 50%) Percent 27% 22% - 32% 153
c4a Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Most (51 to 75%) Percent 46% 39% - 54% 153
c4a Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
All or nearly all (76 to 100%)
Percent 22% 17% - 29% 153
c4b Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
District-developed curriculum Few or none (0 to 25%) Percent 21% 16% - 27% 153
c4b Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
District-developed curriculum Some (26 to 50%) Percent 47% 41% - 54% 153
c4b Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
District-developed curriculum Most (51 to 75%) Percent 24% 20% - 30% 153
c4b Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
District-developed curriculum All or nearly all (76 to 100%)
Percent 8% 5% - 13% 153
c4c Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Teacher-selected resources Few or none (0 to 25%) Percent 18% 14% - 23% 153
c4c Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Teacher-selected resources Some (26 to 50%) Percent 55% 48% - 61% 153
c4c Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Teacher-selected resources Most (51 to 75%) Percent 23% 18% - 29% 153
c4c Over the course of the school year, on average, Teacher-selected resources All or nearly all (76 to Percent 5% 2% - 9% 153
29
# Matrix_Text Item_Text Response EstType Est. Cl Nwhat percentage of Mathematics lessons use each of the following instructional materials?
100%)
c4d Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Teacher-created resources Few or none (0 to 25%) Percent 21% 17% - 26% 153
c4d Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Teacher-created resources Some (26 to 50%) Percent 57% 52% - 62% 153
c4d Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Teacher-created resources Most (51 to 75%) Percent 19% 14% - 24% 153
c4d Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Teacher-created resources All or nearly all (76 to 100%)
Percent 3% 1% - 7% 153
c4e Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Other (specify): Few or none (0 to 25%) Percent 87% 69% - 95% 13
c4e Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Other (specify): Some (26 to 50%) Percent 13% 5% - 31% 13
c4e Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Other (specify): Most (51 to 75%) Percent 0% 0% - 0% 13
c4e Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?
Other (specify): All or nearly all (76 to 100%)
Percent 0% 0% - 0% 13
c5a Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Which curricula are best aligned. No Need Percent 5% 4% - 8% 154
c5a Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Which curricula are best aligned. Low Priority Percent 13% 9% - 18% 154
c5a Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Which curricula are best aligned. Moderate Priority Percent 35% 29% - 41% 154
c5a Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Which curricula are best aligned. High Priority Percent 47% 40% - 54% 154
c5b Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Developing curriculum that is well aligned. No Need Percent 5% 3% - 7% 154
30
# Matrix_Text Item_Text Response EstType Est. Cl Nc5b Prioritize the guidance needed to successfully
implement the 2018 History and Social Science Curriculum Frameworks.
Developing curriculum that is well aligned. Low Priority Percent 14% 10% - 20% 154
c5b Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Developing curriculum that is well aligned. Moderate Priority Percent 27% 22% - 33% 154
c5b Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Developing curriculum that is well aligned. High Priority Percent 54% 47% - 61% 154
c5c Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Identifying professional development providers to support implementation.
No Need Percent 2% 1% - 3% 154
c5c Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Identifying professional development providers to support implementation.
Low Priority Percent 14% 10% - 19% 154
c5c Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Identifying professional development providers to support implementation.
Moderate Priority Percent 35% 29% - 42% 154
c5c Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.
Identifying professional development providers to support implementation.
High Priority Percent 49% 41% - 56% 154
c6a Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Few or none (0 to 25%) Percent 15% 11% - 21% 152
c6a Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Some (26 to 50%) Percent 46% 40% - 52% 152
c6a Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Most (51 to 75%) Percent 28% 23% - 34% 152
c6a Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
All or nearly all (76 to 100%)
Percent 10% 7% - 14% 152
c6b Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
District-developed curriculum Few or none (0 to 25%) Percent 23% 18% - 29% 153
31
# Matrix_Text Item_Text Response EstType Est. Cl Nc6b Over the course of the school year, on average,
what percentage of History and Social Science lessons use each of the following instructional materials?
District-developed curriculum Some (26 to 50%) Percent 47% 40% - 55% 153
c6b Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
District-developed curriculum Most (51 to 75%) Percent 24% 19% - 29% 153
c6b Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
District-developed curriculum All or nearly all (76 to 100%)
Percent 7% 4% - 11% 153
c6c Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Teacher-selected resources Few or none (0 to 25%) Percent 12% 8% - 17% 153
c6c Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Teacher-selected resources Some (26 to 50%) Percent 43% 36% - 50% 153
c6c Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Teacher-selected resources Most (51 to 75%) Percent 41% 34% - 47% 153
c6c Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Teacher-selected resources All or nearly all (76 to 100%)
Percent 5% 3% - 9% 153
c6d Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Teacher-created resources Few or none (0 to 25%) Percent 13% 10% - 18% 153
c6d Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Teacher-created resources Some (26 to 50%) Percent 47% 41% - 53% 153
c6d Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Teacher-created resources Most (51 to 75%) Percent 35% 28% - 42% 153
c6d Over the course of the school year, on average, Teacher-created resources All or nearly all (76 to Percent 5% 3% - 9% 153
32
# Matrix_Text Item_Text Response EstType Est. Cl Nwhat percentage of History and Social Science lessons use each of the following instructional materials?
100%)
c6e Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Other (specify): Few or none (0 to 25%) Percent 69% 45% - 86% 9
c6e Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Other (specify): Some (26 to 50%) Percent 20% 8% - 44% 9
c6e Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Other (specify): Most (51 to 75%) Percent 10% 3% - 31% 9
c6e Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?
Other (specify): All or nearly all (76 to 100%)
Percent 0% 0% - 0% 9
c7a Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Which curricula are best aligned. No Need Percent 5% 4% - 8% 154
c7a Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Which curricula are best aligned. Low Priority Percent 19% 14% - 26% 154
c7a Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Which curricula are best aligned. Moderate Priority Percent 36% 30% - 43% 154
c7a Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Which curricula are best aligned. High Priority Percent 39% 33% - 46% 154
c7b Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Developing curriculum that is well aligned. No Need Percent 5% 3% - 7% 154
c7b Prioritize the guidance needed to successfully implement the 2016 Science and
Developing curriculum that is well aligned. Low Priority Percent 16% 12% - 22% 154
33
# Matrix_Text Item_Text Response EstType Est. Cl NTechnology/Engineering (STE) Curriculum Framework.
c7b Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Developing curriculum that is well aligned. Moderate Priority Percent 34% 28% - 41% 154
c7b Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Developing curriculum that is well aligned. High Priority Percent 45% 39% - 51% 154
c7c Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Identifying professional development providers to support implementation.
No Need Percent 2% 1% - 4% 154
c7c Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Identifying professional development providers to support implementation.
Low Priority Percent 20% 15% - 26% 154
c7c Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Identifying professional development providers to support implementation.
Moderate Priority Percent 43% 36% - 50% 154
c7c Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.
Identifying professional development providers to support implementation.
High Priority Percent 35% 28% - 41% 154
c8a Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Few or none (0 to 25%) Percent 12% 9% - 17% 151
c8a Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Some (26 to 50%) Percent 45% 38% - 52% 151
c8a Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
District- or school-procured curriculum (purchased or open source)
Most (51 to 75%) Percent 27% 21% - 33% 151
c8a Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of
District- or school-procured curriculum (purchased or open source)
All or nearly all (76 to 100%)
Percent 16% 11% - 21% 151
34
# Matrix_Text Item_Text Response EstType Est. Cl Nthe following instructional materials?
c8b Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
District-developed curriculum Few or none (0 to 25%) Percent 22% 17% - 28% 151
c8b Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
District-developed curriculum Some (26 to 50%) Percent 49% 43% - 55% 151
c8b Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
District-developed curriculum Most (51 to 75%) Percent 23% 18% - 30% 151
c8b Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
District-developed curriculum All or nearly all (76 to 100%)
Percent 6% 3% - 10% 151
c8c Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Teacher-selected resources Few or none (0 to 25%) Percent 15% 11% - 21% 151
c8c Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Teacher-selected resources Some (26 to 50%) Percent 47% 40% - 54% 151
c8c Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Teacher-selected resources Most (51 to 75%) Percent 34% 27% - 41% 151
c8c Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Teacher-selected resources All or nearly all (76 to 100%)
Percent 4% 2% - 8% 151
c8d Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Teacher-created resources Few or none (0 to 25%) Percent 18% 13% - 25% 151
c8d Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Teacher-created resources Some (26 to 50%) Percent 42% 36% - 49% 151
35
# Matrix_Text Item_Text Response EstType Est. Cl Nc8d Over the course of the school year, on average,
what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Teacher-created resources Most (51 to 75%) Percent 34% 28% - 41% 151
c8d Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Teacher-created resources All or nearly all (76 to 100%)
Percent 5% 3% - 10% 151
c8e Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Other (specify): Few or none (0 to 25%) Percent 40% 18% - 67% 8
c8e Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Other (specify): Some (26 to 50%) Percent 46% 22% - 72% 8
c8e Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Other (specify): Most (51 to 75%) Percent 0% 0% - 0% 8
c8e Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?
Other (specify): All or nearly all (76 to 100%)
Percent 15% 3% - 47% 8
c9a Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to embed students' social and emotional learning into the curricula.
No Need Percent 3% 2% - 5% 152
c9a Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to embed students' social and emotional learning into the curricula.
Low Priority Percent 8% 5% - 14% 152
c9a Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to embed students' social and emotional learning into the curricula.
Moderate Priority Percent 22% 18% - 27% 152
c9a Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to embed students' social and emotional learning into the curricula.
High Priority Percent 66% 60% - 71% 152
c9b Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to support English learners in mastering the expectations.
No Need Percent 3% 1% - 6% 152
c9b Thinking across all curriculum frameworks, prioritize the guidance needed to successfully
How to support English learners in mastering the expectations.
Low Priority Percent 16% 12% - 20% 152
36
# Matrix_Text Item_Text Response EstType Est. Cl Nimplement them for the following factors.
c9b Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to support English learners in mastering the expectations.
Moderate Priority Percent 30% 25% - 37% 152
c9b Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to support English learners in mastering the expectations.
High Priority Percent 51% 44% - 58% 152
c9c Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to support students with disabilities in mastering the expectations.
No Need Percent 2% 1% - 5% 152
c9c Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to support students with disabilities in mastering the expectations.
Low Priority Percent 3% 1% - 6% 152
c9c Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to support students with disabilities in mastering the expectations.
Moderate Priority Percent 26% 21% - 33% 152
c9c Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
How to support students with disabilities in mastering the expectations.
High Priority Percent 69% 62% - 75% 152
c9d Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
Other (specify): No Need Percent 67% 35% - 88% 6
c9d Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
Other (specify): Low Priority Percent 0% 0% - 0% 6
c9d Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
Other (specify): Moderate Priority Percent 0% 0% - 0% 6
c9d Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.
Other (specify): High Priority Percent 33% 12% - 65% 6
c10a How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?
Concerned about our elementary school level
No Percent 45% 39% - 50% 152
c10a How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?
Concerned about our elementary school level
Yes Percent 55% 50% - 61% 152
c10b How concerned are you about having enough Instructional Technology Specialists and Digital
Concerned about our middle school level No Percent 49% 43% - 55% 152
37
# Matrix_Text Item_Text Response EstType Est. Cl NLiteracy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?
c10b How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?
Concerned about our middle school level Yes Percent 51% 45% - 57% 152
c10c How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?
Concerned about our high school level No Percent 47% 41% - 53% 152
c10c How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?
Concerned about our high school level Yes Percent 53% 47% - 59% 152
c10d How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?
Not at all concerned No Percent 80% 74% - 85% 152
c10d How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?
Not at all concerned Yes Percent 20% 15% - 26% 152
c11a Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should teach.
Disagree Strongly Percent 0% 0% - 0% 151
c11a Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should teach.
Disagree Somewhat Percent 1% 0% - 4% 151
c11a Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should teach.
Agree Somewhat Percent 65% 57% - 72% 151
c11a Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about
The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should teach.
Agree Strongly Percent 34% 27% - 41% 151
38
# Matrix_Text Item_Text Response EstType Est. Cl Nthe 2017 curriculum frameworks.
c11b Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should not teach.
Disagree Strongly Percent 4% 2% - 6% 151
c11b Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should not teach.
Disagree Somewhat Percent 34% 27% - 42% 151
c11b Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should not teach.
Agree Somewhat Percent 58% 51% - 64% 151
c11b Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should not teach.
Agree Strongly Percent 4% 2% - 8% 151
c11c Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
Teachers have received guidance from my district or state that clearly indicates the order in which they should teach each content area in the 2017 curriculum frameworks.
Disagree Strongly Percent 2% 1% - 5% 152
c11c Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
Teachers have received guidance from my district or state that clearly indicates the order in which they should teach each content area in the 2017 curriculum frameworks.
Disagree Somewhat Percent 26% 21% - 32% 152
c11c Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
Teachers have received guidance from my district or state that clearly indicates the order in which they should teach each content area in the 2017 curriculum frameworks.
Agree Somewhat Percent 58% 51% - 64% 152
c11c Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
Teachers have received guidance from my district or state that clearly indicates the order in which they should teach each content area in the 2017 curriculum frameworks.
Agree Strongly Percent 14% 10% - 19% 152
39
# Matrix_Text Item_Text Response EstType Est. Cl Nc11d Thinking of the English Language Arts and Literacy
(ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
Teachers have received guidance from my district or state that clearly indicates how much time they should spend on each content area in the curriculum frameworks.
Disagree Strongly Percent 6% 3% - 10% 151
c11d Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
Teachers have received guidance from my district or state that clearly indicates how much time they should spend on each content area in the curriculum frameworks.
Disagree Somewhat Percent 36% 31% - 42% 151
c11d Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
Teachers have received guidance from my district or state that clearly indicates how much time they should spend on each content area in the curriculum frameworks.
Agree Somewhat Percent 48% 42% - 54% 151
c11d Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.
Teachers have received guidance from my district or state that clearly indicates how much time they should spend on each content area in the curriculum frameworks.
Agree Strongly Percent 10% 7% - 15% 151
c12a Please indicate your agreement with the following statements.
The district rewards or recognizes principals based on their schools' MCAS or PARCC scores.
Disagree Strongly Percent 36% 29% - 43% 152
c12a Please indicate your agreement with the following statements.
The district rewards or recognizes principals based on their schools' MCAS or PARCC scores.
Disagree Somewhat Percent 26% 21% - 31% 152
c12a Please indicate your agreement with the following statements.
The district rewards or recognizes principals based on their schools' MCAS or PARCC scores.
Agree Somewhat Percent 28% 22% - 34% 152
c12a Please indicate your agreement with the following statements.
The district rewards or recognizes principals based on their schools' MCAS or PARCC scores.
Agree Strongly Percent 11% 7% - 17% 152
c12b Please indicate your agreement with the following statements.
The district rewards or recognizes teachers based on their students' MCAS or PARCC scores.
Disagree Strongly Percent 37% 31% - 44% 152
c12b Please indicate your agreement with the following statements.
The district rewards or recognizes teachers based on their students' MCAS or PARCC scores.
Disagree Somewhat Percent 26% 21% - 33% 152
c12b Please indicate your agreement with the following statements.
The district rewards or recognizes teachers based on their students' MCAS or PARCC scores.
Agree Somewhat Percent 29% 24% - 36% 152
40
# Matrix_Text Item_Text Response EstType Est. Cl Nc12b Please indicate your agreement with the following
statements.The district rewards or recognizes teachers based on their students' MCAS or PARCC scores.
Agree Strongly Percent 7% 4% - 12% 152
c12c Please indicate your agreement with the following statements.
The district rewards or recognizes principals based on their schools' implementation of the Massachusetts Curriculum Frameworks.
Disagree Strongly Percent 31% 25% - 38% 152
c12c Please indicate your agreement with the following statements.
The district rewards or recognizes principals based on their schools' implementation of the Massachusetts Curriculum Frameworks.
Disagree Somewhat Percent 34% 28% - 40% 152
c12c Please indicate your agreement with the following statements.
The district rewards or recognizes principals based on their schools' implementation of the Massachusetts Curriculum Frameworks.
Agree Somewhat Percent 30% 24% - 37% 152
c12c Please indicate your agreement with the following statements.
The district rewards or recognizes principals based on their schools' implementation of the Massachusetts Curriculum Frameworks.
Agree Strongly Percent 5% 3% - 8% 152
c12d Please indicate your agreement with the following statements.
The district rewards or recognizes teachers based on their classroom implementation of the Massachusetts Curriculum Frameworks.
Disagree Strongly Percent 29% 23% - 37% 152
c12d Please indicate your agreement with the following statements.
The district rewards or recognizes teachers based on their classroom implementation of the Massachusetts Curriculum Frameworks.
Disagree Somewhat Percent 32% 26% - 39% 152
c12d Please indicate your agreement with the following statements.
The district rewards or recognizes teachers based on their classroom implementation of the Massachusetts Curriculum Frameworks.
Agree Somewhat Percent 36% 30% - 42% 152
c12d Please indicate your agreement with the following statements.
The district rewards or recognizes teachers based on their classroom implementation of the Massachusetts Curriculum Frameworks.
Agree Strongly Percent 3% 2% - 5% 152
c12e Please indicate your agreement with the following statements.
There are negative repercussions for principals in my district if their schools poorly implement the Massachusetts Curriculum Frameworks.
Disagree Strongly Percent 26% 22% - 32% 152
c12e Please indicate your agreement with the following statements.
There are negative repercussions for principals in my district if their schools
Disagree Somewhat Percent 33% 28% - 39% 152
41
# Matrix_Text Item_Text Response EstType Est. Cl Npoorly implement the Massachusetts Curriculum Frameworks.
c12e Please indicate your agreement with the following statements.
There are negative repercussions for principals in my district if their schools poorly implement the Massachusetts Curriculum Frameworks.
Agree Somewhat Percent 35% 29% - 41% 152
c12e Please indicate your agreement with the following statements.
There are negative repercussions for principals in my district if their schools poorly implement the Massachusetts Curriculum Frameworks.
Agree Strongly Percent 6% 4% - 9% 152
c12f Please indicate your agreement with the following statements.
There are negative repercussions for teachers in my district who poorly implement the Massachusetts Curriculum Frameworks.
Disagree Strongly Percent 28% 23% - 33% 152
c12f Please indicate your agreement with the following statements.
There are negative repercussions for teachers in my district who poorly implement the Massachusetts Curriculum Frameworks.
Disagree Somewhat Percent 37% 31% - 44% 152
c12f Please indicate your agreement with the following statements.
There are negative repercussions for teachers in my district who poorly implement the Massachusetts Curriculum Frameworks.
Agree Somewhat Percent 30% 25% - 36% 152
c12f Please indicate your agreement with the following statements.
There are negative repercussions for teachers in my district who poorly implement the Massachusetts Curriculum Frameworks.
Agree Strongly Percent 4% 3% - 7% 152
42
Table 4. Social and Emotional Learning, Health, and SafetyResearch and experience demonstrate that preparing all students for success (in school, the workplace, civic life, and more) includes attending to their social-emotional and health development. Furthermore, academic and social-emotional competencies are mutually reinforcing. Key levers in this work also include safe and supportive school climate and culture, and effective family engagement.
DESE is committed to building out supports and policies in partnership with practitioners in the field and other state agencies to advance this work in the Commonwealth, both in and out of school. It is our goal to promote systems and strategies that foster safe, positive, healthy, culturally competent, and inclusive learning environments that address students’ varied needs and improve educational outcomes for all.
This section of the survey includes questions about respondents’ views on the social and emotional learning supports and resources in their districts and solicits feedback on DESE’s 2018 school climate surveys.
# Matrix_Text Item_Text Response EstType Est. Cl Nd1a To help students master the Massachusetts state
standards, to what extent could principals in your district benefit from support in the following?
Support teachers as they integrate the development of students' social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and relationship skills, and responsible decision-making).
Not At All Percent 1% 0% - 3% 150
d1a To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Support teachers as they integrate the development of students' social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and relationship skills, and responsible decision-making).
Minimal Extent Percent 3% 2% - 6% 150
d1a To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Support teachers as they integrate the development of students' social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and relationship skills, and responsible decision-making).
Moderate Extent Percent 51% 43% - 59% 150
d1a To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Support teachers as they integrate the development of students' social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and
Large Extent Percent 45% 37% - 53% 150
43
# Matrix_Text Item_Text Response EstType Est. Cl Nrelationship skills, and responsible decision-making).
d1b To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Integrate the development of students' social and emotional competencies into their instructional leadership and school-wide systems and structures.
Not At All Percent 1% 0% - 3% 150
d1b To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Integrate the development of students' social and emotional competencies into their instructional leadership and school-wide systems and structures.
Minimal Extent Percent 7% 4% - 12% 150
d1b To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Integrate the development of students' social and emotional competencies into their instructional leadership and school-wide systems and structures.
Moderate Extent Percent 39% 32% - 45% 150
d1b To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Integrate the development of students' social and emotional competencies into their instructional leadership and school-wide systems and structures.
Large Extent Percent 53% 47% - 60% 150
d1c To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Support students with different types of social and emotional learning needs within their school.
Not At All Percent 1% 0% - 3% 150
d1c To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Support students with different types of social and emotional learning needs within their school.
Minimal Extent Percent 5% 3% - 8% 150
d1c To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Support students with different types of social and emotional learning needs within their school.
Moderate Extent Percent 34% 28% - 42% 150
d1c To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Support students with different types of social and emotional learning needs within their school.
Large Extent Percent 60% 53% - 66% 150
d1d To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Ensure SEL approaches are culturally responsive.
Not At All Percent 0% 0% - 2% 149
d1d To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Ensure SEL approaches are culturally responsive.
Minimal Extent Percent 6% 4% - 9% 149
d1d To help students master the Massachusetts state standards, to what extent could principals in your district benefit from support in the following?
Ensure SEL approaches are culturally responsive.
Moderate Extent Percent 32% 27% - 39% 149
d1d To help students master the Massachusetts state standards, to what extent could principals in your
Ensure SEL approaches are culturally responsive.
Large Extent Percent 61% 55% - 67% 149
44
# Matrix_Text Item_Text Response EstType Est. Cl Ndistrict benefit from support in the following?
d2a Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district has a sufficient number of specialists (e.g., counselors, social workers) to address students' SEL needs.
Disagree Strongly Percent 13% 10% - 17% 150
d2a Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district has a sufficient number of specialists (e.g., counselors, social workers) to address students' SEL needs.
Disagree Somewhat Percent 23% 18% - 29% 150
d2a Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district has a sufficient number of specialists (e.g., counselors, social workers) to address students' SEL needs.
Agree Somewhat Percent 49% 42% - 56% 150
d2a Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district has a sufficient number of specialists (e.g., counselors, social workers) to address students' SEL needs.
Agree Strongly Percent 14% 11% - 19% 150
d2b Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district has access to sufficient community resources (e.g., psychological services, youth organizations, hospitals) to support students' SEL.
Disagree Strongly Percent 17% 13% - 22% 150
d2b Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district has access to sufficient community resources (e.g., psychological services, youth organizations, hospitals) to support students' SEL.
Disagree Somewhat Percent 36% 31% - 42% 150
d2b Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district has access to sufficient community resources (e.g., psychological services, youth organizations, hospitals) to support students' SEL.
Agree Somewhat Percent 34% 28% - 42% 150
d2b Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district has access to sufficient community resources (e.g., psychological services, youth organizations, hospitals) to support students' SEL.
Agree Strongly Percent 12% 9% - 17% 150
d2c Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district coordinates with students' families to support students' SEL needs.
Disagree Strongly Percent 0% 0% - 0% 150
d2c Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district coordinates with students' families to support students' SEL needs.
Disagree Somewhat Percent 12% 9% - 16% 150
45
# Matrix_Text Item_Text Response EstType Est. Cl Nd2c Thinking of your district's student and staff support
systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district coordinates with students' families to support students' SEL needs.
Agree Somewhat Percent 65% 58% - 72% 150
d2c Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district coordinates with students' families to support students' SEL needs.
Agree Strongly Percent 23% 18% - 29% 150
d2d Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district supports staff members' social and emotional well-being.
Disagree Strongly Percent 2% 1% - 5% 150
d2d Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district supports staff members' social and emotional well-being.
Disagree Somewhat Percent 12% 8% - 16% 150
d2d Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district supports staff members' social and emotional well-being.
Agree Somewhat Percent 71% 65% - 77% 150
d2d Thinking of your district's student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?
My district supports staff members' social and emotional well-being.
Agree Strongly Percent 15% 11% - 20% 150
d3a To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
Staff. Not Applicable Percent 47% 41% - 53% 150
d3a To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
Staff. Not At All Percent 6% 3% - 10% 150
d3a To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
Staff. Minimal Extent Percent 16% 12% - 21% 150
d3a To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school
Staff. Moderate Extent Percent 22% 16% - 29% 150
46
# Matrix_Text Item_Text Response EstType Est. Cl Nclimate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
d3a To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
Staff. Large Extent Percent 10% 7% - 13% 150
d3b To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
Parents. Not Applicable Percent 48% 42% - 54% 150
d3b To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
Parents. Not At All Percent 17% 13% - 22% 150
d3b To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
Parents. Minimal Extent Percent 21% 16% - 27% 150
d3b To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
Parents. Moderate Extent Percent 11% 8% - 15% 150
d3b To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
Parents. Large Extent Percent 3% 2% - 6% 150
d3c To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
The local school committee. Not Applicable Percent 47% 41% - 54% 150
d3c To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If
The local school committee. Not At All Percent 10% 7% - 14% 150
47
# Matrix_Text Item_Text Response EstType Est. Cl Nyour district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
d3c To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
The local school committee. Minimal Extent Percent 22% 17% - 27% 150
d3c To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
The local school committee. Moderate Extent Percent 16% 12% - 20% 150
d3c To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use 'Not Applicable' to respond.
The local school committee. Large Extent Percent 5% 3% - 8% 150
d4a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?
Provides resources (e.g., guidance, professional development) that help schools improve students' social and emotional learning and school climate.
Disagree Strongly Percent 9% 6% - 13% 143
d4a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?
Provides resources (e.g., guidance, professional development) that help schools improve students' social and emotional learning and school climate.
Disagree Somewhat Percent 22% 17% - 29% 143
d4a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?
Provides resources (e.g., guidance, professional development) that help schools improve students' social and emotional learning and school climate.
Agree Somewhat Percent 58% 50% - 65% 143
d4a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?
Provides resources (e.g., guidance, professional development) that help schools improve students' social and emotional learning and school climate.
Agree Strongly Percent 11% 8% - 15% 143
d4b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?
Communicates about the importance of developing students' SEL competencies and strong school climates in order to help prepare students for success after high school.
Disagree Strongly Percent 7% 4% - 12% 144
d4b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe
Communicates about the importance of developing students' SEL competencies and strong school climates in order to help
Disagree Somewhat Percent 17% 12% - 23% 144
48
# Matrix_Text Item_Text Response EstType Est. Cl Nand supportive schools? prepare students for success after high
school.d4b To what extent do you agree with each of the
following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?
Communicates about the importance of developing students' SEL competencies and strong school climates in order to help prepare students for success after high school.
Agree Somewhat Percent 59% 52% - 67% 144
d4b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?
Communicates about the importance of developing students' SEL competencies and strong school climates in order to help prepare students for success after high school.
Agree Strongly Percent 17% 13% - 22% 144
49
Table 5. DESE Overall SupportMassachusetts is a leader in K-12 education, yet great challenges and opportunities remain. As the administrative entity responsible for implementing and administering statewide education policies and reform efforts, DESE partners with districts to promote a culture of continuous improvement and to provide districts with the tools and skills to put improvement into practice. To serve that role more effectively, DESE has been working to align and organize itself to deliver innovative and effective supports to local schools and districts.
This section of the survey includes questions about respondents’ views on the supports and resources that DESE provides.
# Matrix_Text Item_Text Response EstType Est. Cl Ne1 To what extent has DESE's contact with
your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.
1 on scale of 1 to 9 (compliance <-> assistance)
Percent 25% 20% - 32% 140
e1 To what extent has DESE's contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.
2 on scale of 1 to 9 (compliance <-> assistance)
Percent 22% 16% - 28% 140
e1 To what extent has DESE's contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.
3 on scale of 1 to 9 (compliance <-> assistance)
Percent 14% 9% - 19% 140
e1 To what extent has DESE's contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.
4 on scale of 1 to 9 (compliance <-> assistance)
Percent 10% 6% - 15% 140
e1 To what extent has DESE's contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.
5 on scale of 1 to 9 (compliance <-> assistance)
Percent 9% 5% - 14% 140
e1 To what extent has DESE's contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.
6 on scale of 1 to 9 (compliance <-> assistance)
Percent 7% 4% - 11% 140
e1 To what extent has DESE's contact with 7 on scale of 1 to 9 Percent 7% 4% - 11% 140
50
# Matrix_Text Item_Text Response EstType Est. Cl Nyour district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.
(compliance <-> assistance)
e1 To what extent has DESE's contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.
8 on scale of 1 to 9 (compliance <-> assistance)
Percent 3% 1% - 8% 140
e1 To what extent has DESE's contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.
9 on scale of 1 to 9 (compliance <-> assistance)
Percent 4% 2% - 7% 140
e2a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE provides services in a coherent, well-coordinated fashion.
Disagree Strongly Percent 4% 2% - 7% 147
e2a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE provides services in a coherent, well-coordinated fashion.
Disagree Somewhat Percent 34% 29% - 41% 147
e2a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE provides services in a coherent, well-coordinated fashion.
Agree Somewhat Percent 55% 48% - 61% 147
e2a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE provides services in a coherent, well-coordinated fashion.
Agree Strongly Percent 7% 4% - 11% 147
e2b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE communicates in a coherent, well-coordinated fashion.
Disagree Strongly Percent 4% 2% - 6% 147
e2b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE communicates in a coherent, well-coordinated fashion.
Disagree Somewhat Percent 24% 19% - 30% 147
e2b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to
DESE communicates in a coherent, well-coordinated fashion.
Agree Somewhat Percent 63% 56% - 69% 147
51
# Matrix_Text Item_Text Response EstType Est. Cl Npolicies and programs?
e2b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE communicates in a coherent, well-coordinated fashion.
Agree Strongly Percent 9% 6% - 14% 147
e2c To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE is effective in its efforts to improve the overall quality of public K-12 education.
Disagree Strongly Percent 2% 1% - 5% 146
e2c To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE is effective in its efforts to improve the overall quality of public K-12 education.
Disagree Somewhat Percent 20% 15% - 26% 146
e2c To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE is effective in its efforts to improve the overall quality of public K-12 education.
Agree Somewhat Percent 70% 64% - 76% 146
e2c To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE is effective in its efforts to improve the overall quality of public K-12 education.
Agree Strongly Percent 7% 5% - 11% 146
e2d To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE consolidates planning requirements to make it easier for districts to work from a single district-wide strategic plan.
Disagree Strongly Percent 5% 3% - 8% 136
e2d To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE consolidates planning requirements to make it easier for districts to work from a single district-wide strategic plan.
Disagree Somewhat Percent 31% 25% - 37% 136
e2d To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE consolidates planning requirements to make it easier for districts to work from a single district-wide strategic plan.
Agree Somewhat Percent 59% 52% - 65% 136
e2d To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE consolidates planning requirements to make it easier for districts to work from a single district-wide strategic plan.
Agree Strongly Percent 6% 3% - 9% 136
e2e To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's grant programs and applications encourage my district to connect grant-funded activities to our district strategic plan.
Disagree Strongly Percent 9% 6% - 14% 141
52
# Matrix_Text Item_Text Response EstType Est. Cl Ne2e To what extent do you agree with each of the
following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's grant programs and applications encourage my district to connect grant-funded activities to our district strategic plan.
Disagree Somewhat Percent 25% 19% - 31% 141
e2e To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's grant programs and applications encourage my district to connect grant-funded activities to our district strategic plan.
Agree Somewhat Percent 51% 45% - 57% 141
e2e To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's grant programs and applications encourage my district to connect grant-funded activities to our district strategic plan.
Agree Strongly Percent 16% 12% - 20% 141
e2f To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's policies, programs, and grants encourage my district to use data and evidence in selecting interventions and initiatives.
Disagree Strongly Percent 1% 0% - 3% 145
e2f To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's policies, programs, and grants encourage my district to use data and evidence in selecting interventions and initiatives.
Disagree Somewhat Percent 8% 5% - 12% 145
e2f To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's policies, programs, and grants encourage my district to use data and evidence in selecting interventions and initiatives.
Agree Somewhat Percent 71% 65% - 76% 145
e2f To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's policies, programs, and grants encourage my district to use data and evidence in selecting interventions and initiatives.
Agree Strongly Percent 20% 15% - 26% 145
e2g To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's policies, programs, and grants encourage my district to generate data and evidence about the implementation and impact of our work.
Disagree Strongly Percent 1% 0% - 3% 146
e2g To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's policies, programs, and grants encourage my district to generate data and evidence about the implementation and impact of our work.
Disagree Somewhat Percent 9% 6% - 13% 146
e2g To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
DESE's policies, programs, and grants encourage my district to generate data and evidence about the implementation and impact of our work.
Agree Somewhat Percent 70% 64% - 75% 146
e2g To what extent do you agree with each of the DESE's policies, programs, and grants Agree Strongly Percent 20% 15% - 26% 146
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# Matrix_Text Item_Text Response EstType Est. Cl Nfollowing statements regarding DESE's performance during the 2018-2019 school year relative to policies and programs?
encourage my district to generate data and evidence about the implementation and impact of our work.
e3a Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Profies (state website) Never heard of this resource
Percent 0% 0% - 0% 150
e3a Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Profies (state website) Heard of resource but haven't used it
Percent 13% 9% - 19% 150
e3a Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Profies (state website) Used resource but found it NOT useful
Percent 4% 2% - 8% 150
e3a Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Profies (state website) Found resource useful Percent 62% 55% - 68% 150
e3a Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Profies (state website) Found resource very useful
Percent 21% 17% - 26% 150
e3b Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
DART (trends over time, comparisons to similar districts/schools, graphs; now part of Profiles)
Never heard of this resource
Percent 4% 2% - 9% 150
e3b Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
DART (trends over time, comparisons to similar districts/schools, graphs; now part of Profiles)
Heard of resource but haven't used it
Percent 3% 1% - 7% 150
e3b Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
DART (trends over time, comparisons to similar districts/schools, graphs; now part of Profiles)
Used resource but found it NOT useful
Percent 6% 3% - 9% 150
e3b Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
DART (trends over time, comparisons to similar districts/schools, graphs; now part of Profiles)
Found resource useful Percent 68% 62% - 74% 150
e3b Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
DART (trends over time, comparisons to similar districts/schools, graphs; now part of Profiles)
Found resource very useful
Percent 19% 15% - 24% 150
e3c Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
EWIS (Early Warning Indicator System) Never heard of this resource
Percent 5% 2% - 9% 150
e3c Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
EWIS (Early Warning Indicator System) Heard of resource but haven't used it
Percent 16% 11% - 23% 150
e3c Please evaluate the usefulness of the following DESE data resources in informing your district's
EWIS (Early Warning Indicator System) Used resource but found it NOT useful
Percent 20% 16% - 26% 150
54
# Matrix_Text Item_Text Response EstType Est. Cl Nplanning and improvement work.
e3c Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
EWIS (Early Warning Indicator System) Found resource useful Percent 42% 36% - 49% 150
e3c Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
EWIS (Early Warning Indicator System) Found resource very useful
Percent 16% 12% - 22% 150
e3d Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
RADAR (Resource Allocation and District Action Reports)
Never heard of this resource
Percent 11% 7% - 17% 150
e3d Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
RADAR (Resource Allocation and District Action Reports)
Heard of resource but haven't used it
Percent 15% 10% - 20% 150
e3d Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
RADAR (Resource Allocation and District Action Reports)
Used resource but found it NOT useful
Percent 11% 7% - 16% 150
e3d Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
RADAR (Resource Allocation and District Action Reports)
Found resource useful Percent 53% 46% - 59% 150
e3d Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
RADAR (Resource Allocation and District Action Reports)
Found resource very useful
Percent 11% 7% - 16% 150
e3e Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Student Learning Experience reports Never heard of this resource
Percent 28% 23% - 34% 150
e3e Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Student Learning Experience reports Heard of resource but haven't used it
Percent 25% 21% - 30% 150
e3e Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Student Learning Experience reports Used resource but found it NOT useful
Percent 16% 12% - 21% 150
e3e Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Student Learning Experience reports Found resource useful Percent 28% 22% - 34% 150
e3e Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Student Learning Experience reports Found resource very useful
Percent 3% 2% - 6% 150
e3f Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Edwin student assessment reports Never heard of this resource
Percent 2% 1% - 6% 150
e3f Please evaluate the usefulness of the following Edwin student assessment reports Heard of resource but Percent 8% 4% - 13% 150
55
# Matrix_Text Item_Text Response EstType Est. Cl NDESE data resources in informing your district's planning and improvement work.
haven't used it
e3f Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Edwin student assessment reports Used resource but found it NOT useful
Percent 9% 6% - 14% 150
e3f Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Edwin student assessment reports Found resource useful Percent 58% 51% - 64% 150
e3f Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
Edwin student assessment reports Found resource very useful
Percent 23% 18% - 28% 150
e3g Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
VOCAL (Views of Climate and Learning) school climate reports
Never heard of this resource
Percent 22% 17% - 29% 150
e3g Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
VOCAL (Views of Climate and Learning) school climate reports
Heard of resource but haven't used it
Percent 23% 18% - 28% 150
e3g Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
VOCAL (Views of Climate and Learning) school climate reports
Used resource but found it NOT useful
Percent 18% 13% - 24% 150
e3g Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
VOCAL (Views of Climate and Learning) school climate reports
Found resource useful Percent 32% 27% - 38% 150
e3g Please evaluate the usefulness of the following DESE data resources in informing your district's planning and improvement work.
VOCAL (Views of Climate and Learning) school climate reports
Found resource very useful
Percent 5% 3% - 8% 150
56
Table 6. Charter School LeadersAuthorized by the Commonwealth of Massachusetts' Education Reform Act of 1993, charter schools are independent public schools that operate under five-year charters granted by the Commonwealth's Board of Elementary and Secondary Education. The Office of Charter Schools and School Redesign (OCSSR) supports and oversees the creation and sustainability of a variety of high quality public school options to ensure that all students in the Commonwealth have equitable access to a pathway to success after high school.
These questions were only asked of superintendents who identified as the leaders of charter schools or charter districts.
# Matrix_Text Item_Text Response EstType Est. Cl Nf1a To what extent do you agree with the following
statements about the Office of Charter Schools and School Redesign (OCSSR)?
Has an effective system for charter school accountability.
Disagree Strongly Percent 0% 0% - 0% 16
f1a To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Has an effective system for charter school accountability.
Disagree Somewhat Percent 0% 0% - 0% 16
f1a To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Has an effective system for charter school accountability.
Agree Somewhat Percent 67% 42% - 84% 16
f1a To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Has an effective system for charter school accountability.
Agree Strongly Percent 33% 16% - 58% 16
f1b To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Uses reliable and valid evidence to support the renewal decisions (e.g., site visits, annual reports, financial statements).
Disagree Strongly Percent 0% 0% - 0% 16
f1b To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Uses reliable and valid evidence to support the renewal decisions (e.g., site visits, annual reports, financial statements).
Disagree Somewhat Percent 17% 7% - 36% 16
f1b To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Uses reliable and valid evidence to support the renewal decisions (e.g., site visits, annual reports, financial statements).
Agree Somewhat Percent 67% 49% - 81% 16
f1b To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Uses reliable and valid evidence to support the renewal decisions (e.g., site visits, annual reports, financial statements).
Agree Strongly Percent 17% 7% - 34% 16
f1c To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Facilitates engagement between districts and charter schools to ensure effective models and practices are shared.
Disagree Strongly Percent 7% 2% - 25% 16
57
# Matrix_Text Item_Text Response EstType Est. Cl Nf1c To what extent do you agree with the following
statements about the Office of Charter Schools and School Redesign (OCSSR)?
Facilitates engagement between districts and charter schools to ensure effective models and practices are shared.
Disagree Somewhat Percent 57% 40% - 72% 16
f1c To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Facilitates engagement between districts and charter schools to ensure effective models and practices are shared.
Agree Somewhat Percent 27% 14% - 44% 16
f1c To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Facilitates engagement between districts and charter schools to ensure effective models and practices are shared.
Agree Strongly Percent 10% 3% - 27% 16
f1d To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Provides accurate information in response to my questions.
Disagree Strongly Percent 0% 0% - 0% 16
f1d To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Provides accurate information in response to my questions.
Disagree Somewhat Percent 0% 0% - 0% 16
f1d To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Provides accurate information in response to my questions.
Agree Somewhat Percent 27% 13% - 47% 16
f1d To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Provides accurate information in response to my questions.
Agree Strongly Percent 73% 53% - 87% 16
f1e To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Communicates proactively when there are important policy or regulatory changes.
Disagree Strongly Percent 0% 0% - 0% 16
f1e To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Communicates proactively when there are important policy or regulatory changes.
Disagree Somewhat Percent 0% 0% - 0% 16
f1e To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Communicates proactively when there are important policy or regulatory changes.
Agree Somewhat Percent 63% 48% - 77% 16
f1e To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?
Communicates proactively when there are important policy or regulatory changes.
Agree Strongly Percent 37% 23% - 52% 16
58
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