sy2010-2011 school climate survey, frederick douglass...

Prince George’s County Public Schools 14201 School Lane · Upper Marlboro · MD 20772

www.pgcps.org

RESEARCH REPORT

SY2010-2011

School Climate Survey,

Frederick Douglass HS

Prepared by

Carole Portas Keane, Ph.D.

Kola K. Sunmonu, Ph.D.

DIVISION OF PERFORMANCE MANAGEMENT

DEPARTMENT OF RESEARCH AND EVALUATION

Phone: 301-780-6807

Fax: 301-952-6147

William R. Hite, Jr., Ed.D., Superintendent of Schools

Lisa D. Price, PMP, CGPM, Performance Officer

Kola K. Sunmonu, Ph.D., Director of Research and Evaluation

BOARD OF EDUCATION: Verjeana M. Jacobs, Chair ● Donna Hathaway Beck, Vice Chair ●

Henry P. Armwood, Jr. ● Carolyn M. Boston ● Edward Burroughs, III ● Patricia Eubanks ●

Peggy Higgins ● Rosalind A. Johnson ● Amber P. Waller ● Jonathan Harris, II, Student Member ●

William R. Hite, Jr., Ed.D., Superintendent of Schools and Secretary/Treasurer

June 2011

i

Table of Contents

FREDERICK DOUGLASS HS ................................................................................................... 1

Introduction ......................................................................................................................................1

How to Interpret the Data ................................................................................................................1

TABLES

Table 1–Summary of Survey Participation, SY2011 .................................................................2

Table 2–Percent with Positive Perceptions by Characteristics of Effective Schools

and Stakeholder Group, Frederick Douglass HS and All PGCPS High

Schools, SY2011 ......................................................................................................3

Table 3–Percent with Positive Perceptions by Characteristics of Effective Schools

and Stakeholder Group, Frederick Douglass HS, SY2011 and SY2009 .................4

Table 4–Percent of Frederick Douglass HS Students with Positive Perceptions by

Survey Item, SY2011 and SY2009 ..........................................................................5

Table 5–Percent of Frederick Douglass HS Parents with Positive Perceptions by

Survey Item, SY2011 and SY2009 ..........................................................................8

Table 6–Percent of Frederick Douglass HS Teachers/Paraprofessionals with

Positive Perceptions by Survey Item, SY2011 and SY2009 .................................11

Table 7–Distribution of Frederick Douglass HS Students’ Responses on Survey

Items, SY2011 and SY2009 ...................................................................................16

Table 8–Distribution of Frederick Douglass HS Parents’ Responses on Survey

Items, SY2011 and SY2009 ...................................................................................21

Table 9–Distribution of Frederick Douglass HS Teachers/Paraprofessionals’

Responses on Survey Items, SY2011 and SY2009 ...............................................26

SY2011 School Climate Survey - Frederick Douglass HS

1

FREDERICK DOUGLASS HS

Introduction

Beginning in the 2006–2007 school year, the Prince George’s County Public Schools

(PGCPS) Department of Research and Evaluation (DRE) has conducted a biennial survey to

determine how students, parents, and teachers feel about their schools. By conducting the

survey, the DRE was able to collect stakeholders’ opinions on factors such as school leadership,

level of safety in the schools, and amount of parental involvement, which, when analyzed, reveal

what the stakeholders think about their schools’ overall climate and effectiveness. With this

information, district and school leaders will be able to identify strengths that can be built upon to

support future improvements. They can also determine what changes are needed to improve

school climate and effectiveness and, thus, advance the academic achievement of students.

How to Interpret the Data

A step-by step guide to interpret the data for each table and figure is provided below:

Table 1 provides a summary of the number of students, parents, and teachers that

participated in the SY 2010‒2011 School Climate Survey. Each stakeholder group—

students, parents and teachers/paraprofessionals—is listed in the 1st column. The 2

nd

column indicates the different subsets of data—your individual school and all high

schools in the district. This allows you to see how your school compares to the average

high school. The 3rd

column (Sample) indicates the total number of individuals who were

invited to participate in the survey. The 4th

column (Number of Respondents) indicates

the number of participants that responded to the survey. The 5th

column (Response Rate)

is expressed as the percentage of the participants that responded to the survey (Number of

Respondents divided by Sample and multiplied by 100).

Table 2 provides the percentage of respondents who expressed positive feelings about

each of the characteristics of effective schools. The 1st column lists the key

characteristics of effective schools measured by this survey (i.e., Effective Instructional

Leadership, Clear and Focused Mission, etc.) and a composite measure of all of the key

characteristics. The remaining columns represent each stakeholder group, and allow you

to compare your school’s results with the results from all high schools in PGCPS for

SY2011.

Table 3 is similar to Table 2, except that it shows stakeholders’ perceptions of your

school from SY2011 and SY2009 so that you can see where you made progress or where

problems have developed over the past two years.

Tables 4-6 provide the percentage of respondents who expressed positive feelings (i.e.,

strongly agree/agree) about each item in the survey. Table 4 shows the student results,

Table 5 displays the parent results and Table 6 represents teacher results. The 1st column

lists the items to which participants were asked to respond. The second and fourth

columns (Number Responding) indicate the number of individuals who responded to each


2

item during for the SY2011 and SY2009 administrations, respectively. Columns 3 and 5

represent the percent of participants who expressed positive feelings about each item for

SY2011 and SY2009, respectively.

Tables 7-9 are the item response tables for each of the stakeholder groups for your

school. Table 7 shows the student results, Table 8 displays the parent results and Table 9

represents teacher results. The 1st column lists the items to which participants were asked

to respond. The columns to the right show the number of respondents for each item and

the distribution of their responses for SY2011 and SY2009.

Table 1–Summary of Survey Participation, SY2011

Sample

Number of

Respondents

Response

Rate

Students Frederick Douglass HS 506 209 41.3%

All High Schools 17,804 4,686 26.3%

Parents Frederick Douglass HS 368 36 9.8%

All High Schools 17,725 1,994 11.3%

Teachers &

Paraprofessionals

Frederick Douglass HS 53 12 22.6%

All High Schools 2,298 772 33.6%


3

Table 2–Percent with Positive Perceptions by Characteristics of Effective Schools and Stakeholder Group, Frederick Douglass HS

and All PGCPS High Schools, SY2011

Students Parents Teachers/Paraprofessionals

Frederick

Douglass HS

All High

Schools

Frederick

Douglass HS

All High

Schools

Frederick

Douglass HS

All High

Schools

All Characteristics (Composite) 56.3% 56.7% 69.4% 69.1% 75.0% 78.8%

Effective Instructional Leadership N/A N/A 75.0% 65.5% 83.3% 73.2%

Clear and Focused Mission N/A N/A 75.0% 69.2% 66.7% 80.4%

Safe and Orderly Environment 39.7% 44.8% 72.2% 72.4% 83.3% 66.9%

Positive School Climate 28.4% 36.1% 66.7% 62.6% 58.3% 67.9%

High Expectations 49.1% 61.1% 77.8% 74.9% 75.0% 81.2%

Frequent Assessment/Monitoring of

Student Achievement 36.0% 40.4% 58.3% 60.6% 91.7% 91.1%

Emphasis on Basic Skills 76.3% 75.2% 77.1% 72.3% 91.7% 86.5%

Maximum Opportunities for Learning 55.2% 61.6% 51.4% 57.4% 72.7% 70.6%

Parent/Community Involvement 35.9% 34.6% 57.1% 56.2% 54.5% 61.4%

Strong Professional Development N/A N/A N/A N/A 83.3% 75.2%

Teacher Involvement in Decision-

making N/A N/A N/A N/A 58.3% 56.8%


4

Table 3–Percent with Positive Perceptions by Characteristics of Effective Schools and Stakeholder Group, Frederick Douglass

HS, SY2011 and SY2009

Students Parents Teachers/Paraprofessionals

SY2011 SY2009 SY2011 SY2009 SY2011 SY2009

All Characteristics (Composite) 56.3% 46.3% 69.4% 48.2% 75.0% 44.8%

Effective Instructional Leadership N/A N/A 75.0% 42.4% 83.3% 55.2%

Clear and Focused Mission N/A N/A 75.0% 60.0% 66.7% 55.2%

Safe and Orderly Environment 39.7% 35.7% 72.2% 67.1% 83.3% 55.2%

Positive School Climate 28.4% 21.7% 66.7% 45.9% 58.3% 41.4%

High Expectations 49.1% 52.5% 77.8% 60.0% 75.0% 65.5%

Frequent Assessment/Monitoring of

Student Achievement 36.0% 34.2% 58.3% 41.2% 91.7% 72.4%

Emphasis on Basic Skills 76.3% 75.8% 77.1% 59.0% 91.7% 75.9%

Maximum Opportunities for Learning 55.2% 43.5% 51.4% 38.6% 72.7% 44.8%

Parent/Community Involvement 35.9% 29.7% 57.1% 50.6% 54.5% 44.8%

Strong Professional Development N/A N/A N/A N/A 83.3% 58.6%

Teacher Involvement in Decision-

making N/A N/A N/A N/A 58.3% 30.8%


5

Table 4–Percent of Frederick Douglass HS Students with Positive Perceptions by Survey

Item, SY2011 and SY2009

Students SY2011 SY2009

Key Constructs of the Survey Number

Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding

Positively Survey Items

Safe and Orderly Environment

1. My school includes instruction in appropriate

behavior. 228 37.7% 243 40.7%

2. School conduct rules are established with input

from students. 227 18.9% 243 18.1%

3. My parents know the school’s student conduct

rules. 228 53.1% 242 46.3%

4. My parents support the school’s student conduct

rules. 224 42.4% 242 45.5%

5. My school building is kept clean and everything

works. 224 8.9% 241 7.5%

6. I know the school safety rules for the school

building, parking area and grounds, and school

buses.

226 55.8% 243 56.0%

7. Safety rules are enforced. 227 45.8% 241 36.5%

8. The school safety rules are generally obeyed by

students. 226 12.4% 242 12.4%

9. Teachers conduct classes in an orderly and efficient

manner. 229 22.3% 240 17.9%

Positive School Climate

10. Teachers and students at my school trust and

respect each other. 229 8.3% 242 8.3%

11. Teachers are approachable, so I feel comfortable

asking for help. 228 25.0% 242 30.2%

12. Absenteeism is not a problem at my school. 227 12.8% 240 12.5%

13. The school rewards students and teachers for their

achievements. 225 44.9% 243 29.6%

14. Students and teachers at school take good care of

the school building and grounds. 228 9.6% 240 8.3%

15. I feel safe at school. 227 28.2% 241 19.1%


6



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


16. I am proud of the appearance of the building and

grounds of my school. 225 12.4% 241 15.8%

17. Teachers care about their students as individuals. 226 21.7% 240 20.8%

18. My teachers like teaching the subjects they teach. 225 32.9% 239 40.6%

19. I am proud to be a student at this school. 226 23.0% 236 24.6%

High Expectations

20. My teachers encourage me to do my best on

assigned work and tests. 227 41.9% 239 43.5%

21. My teachers expect all students to do well in

school. 227 39.2% 239 44.4%

22. My teachers challenge me to learn as much as I

can. 226 37.6% 239 40.2%

Frequent Assessment/Monitoring of Student Achievement

23. My teachers keep track of how I am doing in my

school work. 226 27.9% 236 31.4%

24. The grades I get are a good indication of my ability

and effort. 226 37.2% 239 33.9%

25. My teachers tell me how I am doing on my tests

and assigned school work. 227 26.9% 240 28.3%

26. My teachers keep my parents informed about my

progress in my classes. 225 16.0% 239 17.2%

Emphasis on Basic Skills

27. The things I learn in my English class are

important. 226 64.2% 239 68.2%

28. The things I learn in my social studies class are

important. 226 60.2% 238 66.0%

29. The things I learn in my mathematics class are

important. 226 63.7% 240 66.3%

30. The things I learn in my science class are

important. 224 62.9% 238 50.4%

31. I will be able to make good use of what I learn in

English class. 226 64.2% 235 68.5%


social studies class. 226 54.4% 240 52.5%


7



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding



mathematics class. 221 59.7% 229 63.3%


science class. 222 58.6% 229 42.4%

Maximum Opportunities for Learning

35. My school offers a variety of elective classes such

as music, art, foreign languages, and vocational

education.

222 49.1% 227 33.0%

36. My homework assignments are challenging. 223 34.1% 229 28.8%

37. Classes are seldom interrupted by activities,

announcements, or other people. 223 33.2% 228 34.2%

38. In my classes I have the opportunity to work on

lessons with other students. 217 42.4% 227 30.4%

39. The material presented in class is often interesting. 222 21.2% 227 25.1%

40. The way the teachers present the material in my

classes makes the subjects interesting. 223 22.0% 226 15.9%

41. The way my textbooks and workbooks present

information helps me learn the course material. 221 32.1% 228 27.6%

42. The school provides many extracurricular

activities. 218 42.7% 229 49.3%

43. I am getting what I need from this school. 221 27.6% 227 29.1%

44. My teachers know their subject areas well. 220 42.3% 227 41.0%

45. My teachers can explain material in a way that I

can understand. 220 31.4% 228 25.4%

46. My teachers are well prepared. 221 28.1% 228 29.8%

Parent/Community Involvement

47. My parents actively support school events. 222 23.9% 227 23.8%

48. My parents are aware of what happens at school. 223 37.2% 229 35.8%


8

Table 5–Percent of Frederick Douglass HS Parents with Positive Perceptions by Survey

Item, SY2011 and SY2009

Parents SY2011 SY2009


Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


Effective Instructional Leadership

1. The principal and assistant principals know enough

about the school to provide effective leadership 36 75.0% 85 32.9%

2. Free and open communication occurs among

parents, faculty, and administration 36 61.1% 83 31.3%

3. Decisions about instruction are made using

information from parents and the community 36 25.0% 85 18.8%

4. The principal and teachers show leadership in

promoting quality instruction 36 55.6% 82 32.9%

5. The principal and teachers make good instruction

the most important school priority 36 61.1% 84 34.5%

6. The principal is an effective leader for improving

classroom instruction 36 75.0% 85 28.2%

Clear and Focused Mission

7. The school has a written plan that clearly indicates

what the school is trying to achieve 36 55.6% 82 47.6%

8. The school's written plan is developed with

participation by teachers and parents 36 44.4% 83 37.3%

9. Parents and students are aware of school purposes

and goals 36 55.6% 84 53.6%

10. Teachers inform students of what they are expected

to learn 36 66.7% 85 68.2%


11. Students are informed of how they are expected to

behave in school and at school activities 36 94.4% 83 81.9%

12. Students are disciplined in a fair and consistent

manner 35 45.7% 85 36.5%

13. Parents are involved in and support school

disciplinary practices 35 48.6% 82 37.8%

14. The school buildings and grounds are clean and

well maintained 36 75.0% 82 58.5%

15. Students are taught to act in a safe and responsible

manner 36 80.6% 85 57.6%


9



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding



16. An atmosphere of respect and trust exists in the

school 35 48.6% 84 25.0%

17. Social and cultural differences are respected in the

school 36 61.1% 84 31.0%

18. Students and teachers have a positive attitude

toward school 36 44.4% 83 34.9%

19. Students are recognized for their accomplishments 36 69.4% 84 47.6%

20. School staff members and students work together

to keep the school clean and attractive 36 52.8% 85 40.0%

21. Students feel that the school is a good place to be 36 47.2% 84 35.7%

22. The teachers and staff consider the interests and

needs of each student 36 52.8% 83 34.9%

High Expectations

23. School staff members and students work together

to keep the school clean and attractive 36 61.1% 84 42.9%

24. Students feel that the school is a good place to be 36 72.2% 85 57.6%

25. The teachers and staff consider the interests and

needs of each student 36 77.8% 85 58.8%


26. The school keeps track of each student's

performance. 36 61.1% 84 46.4%

27. Student performance is evaluated in a variety of

ways. 36 61.1% 84 44.0%

28. Parents are kept informed of how well their

children are doing in school. 35 40.0% 84 32.1%

29. The school quickly informs parents when their

children are not doing well. 36 22.2% 85 28.2%

30. Students are kept informed of how well they are

doing in school. 36 50.0% 84 35.7%


31. Students are taught to apply basic skills and

problem-solving skills in reading, writing,

mathematics, science, and social studies.

34 73.5% 82 57.3%


10



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


32. The school provides learning activities to help

students with special needs or interests. 35 57.1% 80 37.5%


33. Teachers spend as much time as needed on

instruction. 35 34.3% 79 24.1%

34. There are few disruptions to instruction in the

school 33 21.2% 83 27.7%

35. Field trips and other activities are used

appropriately to support instruction 35 31.4% 80 25.0%

36. School courses are varied to meet the different

needs, interests, and abilities of students 35 42.9% 83 30.1%

37. Students have enough opportunities to learn with

and from each other 35 54.3% 83 34.9%

38. Teachers are adequately prepared for their teaching

fields 35 48.6% 82 29.3%


39. Parents and parent groups have a voice in school

policies 35 42.9% 83 32.5%

40. Parents and parent groups actively participate in

school activities 34 52.9% 83 42.2%

41. Parents and school staff members often share

information about students' progress and plans 35 45.7% 82 25.6%

42. Parents are encouraged to support the instructional

activities of the school 35 54.3% 81 53.1%

43. Parents have opportunities to get involved in the

development of school budgets 34 29.4% 82 28.0%

44. The school gives parents news about their

children's accomplishments 35 48.6% 83 31.3%


11

Table 6–Percent of Frederick Douglass HS Teachers/Paraprofessionals with Positive

Perceptions by Survey Item, SY2011 and SY2009

Teachers/Paraprofessionals SY2011 SY2009


Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding



1. Administrators know the school and district

curriculum. 12 75.0% 29 51.7%

2. Communication between the faculty and

administration is frequent and effective. 12 75.0% 29 37.9%

3. Instructional decisions for the school are based on

input from the community, teachers, and

administrators.

12 50.0% 29 34.5%

4. The principal is involved in the instructional

process. 12 83.3% 29 55.2%

5. The principal and teachers make instructional

effectiveness the highest priority in the school. 12 75.0% 28 42.9%

6. The principal provides leadership in the

improvement of the instructional program. 12 83.3% 29 51.7%

7. Administrators complete fair and meaningful

evaluations of each employee. 12 58.3% 29 55.2%

8. The principal encourages teachers to participate in

leadership roles. 12 83.3% 29 44.8%


9. The school has a plan for the year that includes

goals and objectives. 12 75.0% 29 58.6%

10. The school plan is developed with participation by

teachers and community members. 12 41.7% 29 44.8%

11. Important social trends are considered in school

planning. 12 58.3% 29 34.5%

12. Teachers and students know the school's purpose

and goals. 12 75.0% 29 51.7%

13. The goals of teachers are consistent with school

and district goals. 10 60.0% 29 62.1%

14. Teachers communicate instructional goals to

students. 12 66.7% 29 72.4%

15. The school plan is revised, monitored, and

reviewed periodically. 12 50.0% 29 34.5%


12



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding



16. School conduct rules and procedures are taught

along with other skills. 12 83.3% 29 62.1%

17. Disciplinary procedures are implemented in a fair

and consistent manner. 12 50.0% 29 48.3%

18. Parents are involved in and support the school's

disciplinary procedures. 12 50.0% 29 34.5%

19. The physical plant is clean and well maintained. 12 75.0% 29 55.2%

20. Appropriate safety principles are taught and

practiced. 12 75.0% 29 48.3%


21. An atmosphere of respect and trust exists in the

school. 12 50.0% 29 27.6%

22. Social and cultural differences are respected in the

school. 12 75.0% 29 48.3%

23. Teachers have a positive attitude toward their

school. 12 66.7% 29 34.5%

24. Students have a positive attitude toward their

school. 12 41.7% 29 24.1%

25. Teacher attendance is high. 12 58.3% 28 39.3%

26. Student attendance is high. 12 33.3% 28 39.3%

27. Teachers are recognized for their accomplishments. 12 66.7% 29 62.1%

28. Students are recognized for their accomplishments. 11 81.8% 29 55.2%

29. Teachers, students, and administrators assume

responsibility, as appropriate, for the physical

appearance of the school.

12 58.3% 29 37.9%

30. The school physical facilities contribute to a

positive school climate. 12 58.3% 29 44.8%

High Expectations

31. Classroom learning expectations are high,

appropriate, and achievable. 12 75.0% 29 69.0%

32. Expectations are communicated to faculty, support

staff, students, and parents. 12 83.3% 29 65.5%


13



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


33. All students, regardless of social or cultural

differences, are expected to work toward high

standards.

12 75.0% 29 75.9%

34. Expectations for students are based on knowledge

of students and their previous performance. 12 83.3% 29 75.9%

35. High academic expectations are consistently

maintained over time. 12 75.0% 28 57.1%


36. Student performance is regularly evaluated. 12 83.3% 29 79.3%

37. Student performance is evaluated in a variety of

ways. 12 83.3% 29 72.4%

38. Assessment data are used to improve the school's

curriculum. 12 66.7% 28 46.4%

39. Student progress is regularly reported to parents. 11 90.9% 29 75.9%

40. Student assessment data are monitored, and

instruction is modified to promote student learning. 12 75.0% 29 58.6%

41. Students are regularly informed of their progress. 12 100.0% 28 71.4%


42. Basic skills in this school include grade-appropriate

skills within content areas, critical/higher-order

thinking skills, and problem-solving skills.

12 83.3% 29 72.4%

43. Students are taught to apply basic skills. 12 83.3% 29 79.3%

44. Students are tested for both basic knowledge and

performance capabilities. 12 83.3% 29 75.9%

45. Elective subjects are integrated into the school

curriculum. 12 83.3% 29 69.0%

46. The integration of basic skills development into

instruction is consistently monitored. 11 81.8% 29 48.3%


47. Instruction time is used efficiently, so that students

cover the expected curriculum content with

satisfactory understanding and retention.

11 90.9% 29 58.6%

48. Classroom disruptions to instruction are kept to a

minimum. 11 72.7% 28 35.7%


14



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


49. Teachers are freed from miscellaneous

administrative tasks and duties so they can

concentrate on instruction.

11 63.6% 29 31.0%

50. The administration supports teachers in matters

concerning disruptive students. 11 72.7% 29 41.4%

51. The school offers extracurricular and supplemental

activities that support instruction. 10 90.0% 29 55.2%

52. The curriculum is varied to accommodate needs,

interests, and abilities of students. 11 63.6% 29 44.8%

53. Teachers provide students with opportunities for

learning in small-group settings. 11 81.8% 29 72.4%


54. Parents actively participate in establishing school

policies and procedures. 11 36.4% 29 24.1%

55. Parents actively participate in school activities. 11 36.4% 29 41.4%

56. Effective and frequent communication occurs with

parents. 11 63.6% 29 55.2%

57. Community resources are used to support the

instruction of students. 11 63.6% 29 34.5%

58. Social services from available outside agencies are

used effectively. 11 54.5% 28 21.4%

59. Parents are encouraged to support the instructional

activities of the school. 11 81.8% 27 63.0%

Strong Professional Development

60. Professional development of teachers addresses the

social and cultural differences in the school. 11 72.7% 29 37.9%

61. Professional development of teachers is tailored to

the needs of the school. 12 66.7% 26 42.3%

62. Participation in professional development activities

is encouraged. 12 91.7% 26 61.5%

63. The application of professional development

activities is encouraged. 12 83.3% 26 50.0%

64. Teachers are involved in planning and evaluating

professional development activities. 12 50.0% 26 30.8%

65. Teachers in this school strive to maintain and

enhance their professional status. 12 75.0% 26 65.4%


15



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


Teacher Involvement in Decisionmaking

66. Teachers are involved in school planning and

budgeting. 12 41.7% 25 32.0%

67. Teachers are involved in developing and reviewing

the school's mission and goals. 12 58.3% 26 34.6%

68. Teachers are involved in monitoring the

implementation of school policies and procedures. 12 75.0% 25 36.0%

69. Teachers perceive that they can influence school

decisions. 12 33.3% 26 26.9%

70. Teachers and administrators function as a team. 12 66.7% 26 23.1%


16

Table 7–Distribution of Frederick Douglass HS Students’ Responses on Survey Items, SY2011 and SY2009


Key Constructs of the Survey

Number

Percent

Number

Percent

Survey Items Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

Strongly


Strongly

Disagree


1. My school includes instruction in

appropriate behavior. 228 11.0% 26.8% 39.5% 10.5% 12.3% 243 9.9% 30.9% 30.9% 15.6% 12.8%

2. School conduct rules are

established with input from

students.

227 2.6% 16.3% 32.2% 25.6% 23.3% 243 3.3% 14.8% 30.5% 26.7% 24.7%

3. My parents know the school’s

student conduct rules. 228 16.7% 36.4% 28.1% 11.8% 7.0% 242 16.5% 29.8% 25.6% 14.5% 13.6%

4. My parents support the school’s

student conduct rules. 224 16.5% 25.9% 42.4% 8.5% 6.7% 242 12.8% 32.6% 33.1% 12.0% 9.5%

5. My school building is kept clean

and everything works. 224 2.2% 6.7% 25.4% 32.1% 33.5% 241 1.7% 5.8% 17.4% 29.9% 45.2%

6. I know the school safety rules for

the school building, parking area

and grounds, and school buses.

226 15.5% 40.3% 26.1% 11.1% 7.1% 243 20.2% 35.8% 22.6% 14.0% 7.4%

7. Safety rules are enforced. 227 10.6% 35.2% 36.1% 11.5% 6.6% 241 9.5% 27.0% 37.3% 14.9% 11.2%

8. The school safety rules are

generally obeyed by students. 226 1.8% 10.6% 35.0% 21.2% 31.4% 242 2.9% 9.5% 24.8% 26.4% 36.4%

9. Teachers conduct classes in an

orderly and efficient manner. 229 3.5% 18.8% 40.6% 22.3% 14.8% 240 3.3% 14.6% 37.1% 22.5% 22.5%


17



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree


10. Teachers and students at my

school trust and respect each

other.

229 1.3% 7.0% 33.6% 27.9% 30.1% 242 1.2% 7.0% 26.9% 26.0% 38.8%

11. Teachers are approachable, so I

feel comfortable asking for help. 228 2.2% 22.8% 42.5% 20.6% 11.8% 242 7.4% 22.7% 37.6% 16.9% 15.3%

12. Absenteeism is not a problem at

my school. 227 2.6% 10.1% 33.0% 22.0% 32.2% 240 3.3% 9.2% 28.3% 24.2% 35.0%

13. The school rewards students and

teachers for their achievements. 225 16.4% 28.4% 33.3% 12.0% 9.8% 243 7.0% 22.6% 32.5% 20.2% 17.7%

14. Students and teachers at school

take good care of the school

building and grounds.

228 0.9% 8.8% 38.6% 24.1% 27.6% 240 2.1% 6.3% 28.3% 33.8% 29.6%

15. I feel safe at school. 227 7.9% 20.3% 42.7% 12.3% 16.7% 241 3.7% 15.4% 44.0% 12.9% 24.1%

16. I am proud of the appearance of

the building and grounds of my

school.

225 4.0% 8.4% 41.3% 20.9% 25.3% 241 3.7% 12.0% 27.8% 22.4% 34.0%

17. Teachers care about their

students as individuals. 226 4.0% 17.7% 43.8% 19.0% 15.5% 240 3.8% 17.1% 40.8% 23.3% 15.0%

18. My teachers like teaching the

subjects they teach. 225 8.9% 24.0% 45.8% 12.9% 8.4% 239 11.7% 28.9% 38.1% 12.6% 8.8%

19. I am proud to be a student at this

school. 226 10.2% 12.8% 41.6% 13.3% 22.1% 236 9.3% 15.3% 37.7% 17.4% 20.3%


18



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

High Expectations

20. My teachers encourage me to do

my best on assigned work and

tests.

227 13.7% 28.2% 38.3% 11.5% 8.4% 239 13.0% 30.5% 33.5% 15.1% 7.9%

21. My teachers expect all students

to do well in school. 227 15.0% 24.2% 35.2% 16.3% 9.3% 239 13.0% 31.4% 31.4% 14.6% 9.6%

22. My teachers challenge me to

learn as much as I can. 226 13.3% 24.3% 42.5% 11.9% 8.0% 239 13.0% 27.2% 33.9% 18.0% 7.9%


23. My teachers keep track of how I

am doing in my school work. 226 7.1% 20.8% 45.6% 15.9% 10.6% 236 7.6% 23.7% 37.3% 18.2% 13.1%

24. The grades I get are a good

indication of my ability and

effort.

226 14.2% 23.0% 37.2% 14.2% 11.5% 239 13.8% 20.1% 34.7% 18.4% 13.0%

25. My teachers tell me how I am

doing on my tests and assigned

school work.

227 6.6% 20.3% 44.5% 18.1% 10.6% 240 5.8% 22.5% 37.1% 20.8% 13.8%

26. My teachers keep my parents

informed about my progress in

my classes.

225 3.6% 12.4% 37.3% 24.9% 21.8% 239 3.3% 13.8% 23.8% 30.1% 28.9%


27. The things I learn in my English

class are important. 226 33.2% 31.0% 20.4% 6.6% 8.8% 239 31.0% 37.2% 16.7% 5.9% 9.2%

28. The things I learn in my social

studies class are important. 226 27.4% 32.7% 31.4% 4.0% 4.4% 238 27.3% 38.7% 22.7% 5.5% 5.9%

29. The things I learn in my

mathematics class are important. 226 30.1% 33.6% 26.5% 5.3% 4.4% 240 27.5% 38.8% 20.4% 7.9% 5.4%


19



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

30. The things I learn in my science

class are important. 224 32.6% 30.4% 24.6% 4.5% 8.0% 238 16.0% 34.5% 26.5% 12.2% 10.9%

31. I will be able to make good use

of what I learn in English class. 226 26.5% 37.6% 25.2% 3.5% 7.1% 235 34.5% 34.0% 19.1% 7.2% 5.1%


of what I learn in social studies

class.

226 21.2% 33.2% 34.5% 6.2% 4.9% 240 20.4% 32.1% 33.3% 7.9% 6.3%


of what I learn in mathematics

class.

221 20.4% 39.4% 25.3% 8.1% 6.8% 229 30.6% 32.8% 21.4% 7.9% 7.4%


of what I learn in science class. 222 26.1% 32.4% 26.6% 7.7% 7.2% 229 11.8% 30.6% 34.9% 12.2% 10.5%


35. My school offers a variety of

elective classes such as music,

art, foreign languages, and

vocational education.

222 13.1% 36.0% 30.6% 11.7% 8.6% 227 12.3% 20.7% 31.7% 16.7% 18.5%

36. My homework assignments are

challenging. 223 7.6% 26.5% 44.8% 12.1% 9.0% 229 9.2% 19.7% 38.0% 19.7% 13.5%

37. Classes are seldom interrupted by

activities, announcements, or

other people.

223 11.7% 21.5% 38.6% 12.6% 15.7% 228 14.5% 19.7% 29.8% 17.5% 18.4%

38. In my classes I have the

opportunity to work on lessons

with other students.

217 6.9% 35.5% 39.2% 9.2% 9.2% 227 7.0% 23.3% 37.0% 19.8% 12.8%

39. The material presented in class is

often interesting. 222 0.9% 20.3% 50.5% 14.9% 13.5% 227 2.2% 22.9% 34.8% 22.5% 17.6%


20



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

40. The way the teachers present the

material in my classes makes the

subjects interesting.

223 2.2% 19.7% 41.7% 19.3% 17.0% 226 3.1% 12.8% 41.2% 20.4% 22.6%

41. The way my textbooks and

workbooks present information

helps me learn the course

material.

221 8.1% 24.0% 44.3% 14.5% 9.0% 228 7.0% 20.6% 43.4% 15.8% 13.2%

42. The school provides many

extracurricular activities. 218 14.2% 28.4% 33.0% 15.6% 8.7% 229 17.0% 32.3% 33.2% 6.6% 10.9%

43. I am getting what I need from

this school. 221 5.4% 22.2% 39.4% 17.2% 15.8% 227 6.6% 22.5% 34.8% 21.1% 15.0%

44. My teachers know their subject

areas well. 220 13.2% 29.1% 36.8% 12.3% 8.6% 227 15.4% 25.6% 37.9% 14.5% 6.6%

45. My teachers can explain material

in a way that I can understand. 220 4.5% 26.8% 46.4% 13.6% 8.6% 228 7.5% 18.0% 45.6% 16.7% 12.3%

46. My teachers are well prepared. 221 5.0% 23.1% 43.4% 19.0% 9.5% 228 8.8% 21.1% 41.7% 14.5% 14.0%


47. My parents actively support

school events. 222 7.2% 16.7% 33.8% 17.1% 25.2% 227 6.6% 17.2% 28.2% 21.1% 26.9%

48. My parents are aware of what

happens at school. 223 13.5% 23.8% 33.2% 13.0% 16.6% 229 14.8% 21.0% 28.8% 14.0% 21.4%


21

Table 8–Distribution of Frederick Douglass HS Parents’ Responses on Survey Items, SY2011 and SY2009



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree


1. The principal and assistant

principals know enough about the

school to provide effective

leadership.

36 33.3% 41.7% 11.1% 2.8% 11.1% 85 7.1% 25.9% 41.2% 12.9% 12.9%

2. Free and open communication

occurs among parents, faculty,

and administration.

36 11.1% 50.0% 22.2% 5.6% 11.1% 83 4.8% 26.5% 37.3% 24.1% 7.2%

3. Decisions about instruction are

made using information from

parents and the community.

36 8.3% 16.7% 52.8% 8.3% 13.9% 85 2.4% 16.5% 38.8% 34.1% 8.2%

4. The principal and teachers show

leadership in promoting quality

instruction.

36 16.7% 38.9% 19.4% 8.3% 16.7% 82 8.5% 24.4% 39.0% 19.5% 8.5%

5. The principal and teachers make

good instruction the most

important school priority.

36 19.4% 41.7% 16.7% 11.1% 11.1% 84 9.5% 25.0% 34.5% 21.4% 9.5%

6. The principal is an effective

leader for improving classroom

instruction.

36 30.6% 44.4% 13.9% 2.8% 8.3% 85 7.1% 21.2% 38.8% 16.5% 16.5%


7. The school has a written plan that

clearly indicates what the school

is trying to achieve.

36 25.0% 30.6% 33.3% 2.8% 8.3% 82 7.3% 40.2% 25.6% 22.0% 4.9%

8. The school's written plan is

developed with participation by

teachers and parents.

36 13.9% 30.6% 33.3% 11.1% 11.1% 83 4.8% 32.5% 27.7% 30.1% 4.8%


22



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

9. Parents and students are aware of

school purposes and goals. 36 19.4% 36.1% 30.6% 2.8% 11.1% 84 14.3% 39.3% 21.4% 22.6% 2.4%

10. Teachers inform students of what

they are expected to learn. 36 27.8% 38.9% 22.2% 2.8% 8.3% 85 17.6% 50.6% 17.6% 11.8% 2.4%


11. Students are informed of how

they are expected to behave in

school and at school activities.

36 38.9% 55.6% 0.0% 0.0% 5.6% 83 22.9% 59.0% 16.9% 1.2% 0.0%

12. Students are disciplined in a fair

and consistent manner. 35 11.4% 34.3% 28.6% 8.6% 17.1% 85 9.4% 27.1% 27.1% 22.4% 14.1%

13. Parents are involved in and

support school disciplinary

practices.

35 8.6% 40.0% 22.9% 11.4% 17.1% 82 8.5% 29.3% 32.9% 17.1% 12.2%

14. The school buildings and grounds

are clean and well maintained. 36 16.7% 58.3% 8.3% 5.6% 11.1% 82 15.9% 42.7% 24.4% 7.3% 9.8%

15. Students are taught to act in a

safe and responsible manner. 36 22.2% 58.3% 11.1% 0.0% 8.3% 85 12.9% 44.7% 29.4% 9.4% 3.5%


16. An atmosphere of respect and

trust exists in the school. 35 14.3% 34.3% 25.7% 11.4% 14.3% 84 8.3% 16.7% 38.1% 21.4% 15.5%

17. Social and cultural differences

are respected in the school. 36 11.1% 50.0% 30.6% 2.8% 5.6% 84 7.1% 23.8% 52.4% 10.7% 6.0%

18. Students and teachers have a

positive attitude toward school. 36 5.6% 38.9% 36.1% 5.6% 13.9% 83 7.2% 27.7% 34.9% 18.1% 12.0%

19. Students are recognized for their

accomplishments. 36 30.6% 38.9% 22.2% 0.0% 8.3% 84 10.7% 36.9% 32.1% 14.3% 6.0%


23



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

20. School staff members and

students work together to keep

the school clean and attractive.

36 2.8% 50.0% 33.3% 5.6% 8.3% 85 9.4% 30.6% 45.9% 11.8% 2.4%

21. Students feel that the school is a

good place to be. 36 8.3% 38.9% 27.8% 8.3% 16.7% 84 10.7% 25.0% 31.0% 25.0% 8.3%

22. The teachers and staff consider

the interests and needs of each

student.

36 11.1% 41.7% 19.4% 13.9% 13.9% 83 8.4% 26.5% 33.7% 19.3% 12.0%

High Expectations

23. School staff members set high,

but appropriate and achievable,

goals for students.

36 22.2% 38.9% 19.4% 8.3% 11.1% 84 10.7% 32.1% 29.8% 23.8% 3.6%

24. Students and parents know what

the school expects of them. 36 30.6% 41.7% 11.1% 2.8% 13.9% 85 15.3% 42.4% 28.2% 14.1% 0.0%

25. All students, regardless of social

or cultural differences, are

expected to work toward high

standards.

36 30.6% 47.2% 11.1% 2.8% 8.3% 85 21.2% 37.6% 31.8% 7.1% 2.4%


26. The school keeps track of each

student's performance. 36 13.9% 47.2% 25.0% 2.8% 11.1% 84 13.1% 33.3% 28.6% 15.5% 9.5%

27. Student performance is evaluated

in a variety of ways. 36 8.3% 52.8% 27.8% 2.8% 8.3% 84 10.7% 33.3% 33.3% 17.9% 4.8%

28. Parents are kept informed of how

well their children are doing in

school.

35 5.7% 34.3% 25.7% 17.1% 17.1% 84 13.1% 19.0% 20.2% 22.6% 25.0%

29. The school quickly informs

parents when their children are

not doing well.

36 5.6% 16.7% 33.3% 27.8% 16.7% 85 9.4% 18.8% 18.8% 25.9% 27.1%


24



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

30. Students are kept informed of

how well they are doing in

school.

36 5.6% 44.4% 27.8% 11.1% 11.1% 84 9.5% 26.2% 27.4% 20.2% 16.7%


31. Students are taught to apply basic

skills and problem-solving skills

in reading, writing, mathematics,

science, and social studies.

34 8.8% 64.7% 14.7% 2.9% 8.8% 82 8.5% 48.8% 30.5% 8.5% 3.7%

32. The school provides learning

activities to help students with

special needs or interests.

35 14.3% 42.9% 31.4% 0.0% 11.4% 80 11.3% 26.3% 45.0% 12.5% 5.0%


33. Teachers spend as much time as

needed on instruction. 35 5.7% 28.6% 40.0% 5.7% 20.0% 79 7.6% 16.5% 36.7% 26.6% 12.7%

34. There are few disruptions to

instruction in the school. 33 0.0% 21.2% 39.4% 18.2% 21.2% 83 6.0% 21.7% 26.5% 25.3% 20.5%

35. Field trips and other activities are

used appropriately to support

instruction.

35 8.6% 22.9% 37.1% 17.1% 14.3% 80 12.5% 12.5% 36.3% 18.8% 20.0%

36. School courses are varied to meet

the different needs, interests, and

abilities of students.

35 11.4% 31.4% 28.6% 8.6% 20.0% 83 7.2% 22.9% 41.0% 14.5% 14.5%

37. Students have enough

opportunities to learn with and

from each other.

35 5.7% 48.6% 25.7% 8.6% 11.4% 83 4.8% 30.1% 32.5% 20.5% 12.0%

38. Teachers are adequately prepared

for their teaching fields. 35 17.1% 31.4% 31.4% 8.6% 11.4% 82 7.3% 22.0% 42.7% 18.3% 9.8%


25



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree


39. Parents and parent groups have a

voice in school policies. 35 8.6% 34.3% 28.6% 17.1% 11.4% 83 10.8% 21.7% 44.6% 19.3% 3.6%

40. Parents and parent groups

actively participate in school

activities.

34 11.8% 41.2% 26.5% 11.8% 8.8% 83 4.8% 37.3% 39.8% 13.3% 4.8%

41. Parents and school staff members

often share information about

students' progress and plans.

35 2.9% 42.9% 28.6% 8.6% 17.1% 82 4.9% 20.7% 37.8% 22.0% 14.6%

42. Parents are encouraged to support

the instructional activities of the

school.

35 14.3% 40.0% 34.3% 2.9% 8.6% 81 8.6% 44.4% 29.6% 11.1% 6.2%

43. Parents have opportunities to get

involved in the development of

school budgets.

34 5.9% 23.5% 26.5% 23.5% 20.6% 82 4.9% 23.2% 37.8% 22.0% 12.2%

44. The school gives parents news

about their children's

accomplishments.

35 17.1% 31.4% 17.1% 17.1% 17.1% 83 12.0% 19.3% 33.7% 19.3% 15.7%


26

Table 9–Distribution of Frederick Douglass HS Teachers/Paraprofessionals’ Responses on Survey Items, SY2011 and SY2009



Number

Percent Percent



Strongly

Disagree Number Strongly


Strongly

Disagree


1. Administrators know the school

and district curriculum. 12 16.7% 58.3% 8.3% 8.3% 8.3% 29 17.2% 34.5% 17.2% 13.8% 17.2%

2. Communication between the

faculty and administration is

frequent and effective.

12 16.7% 58.3% 8.3% 8.3% 8.3% 29 10.3% 27.6% 17.2% 13.8% 31.0%

3. Instructional decisions for the

school are based on input from

the community, teachers, and

administrators.

12 0.0% 50.0% 8.3% 33.3% 8.3% 29 6.9% 27.6% 27.6% 17.2% 20.7%

4. The principal is involved in the

instructional process. 12 33.3% 50.0% 8.3% 0.0% 8.3% 29 34.5% 20.7% 13.8% 10.3% 20.7%

5. The principal and teachers make

instructional effectiveness the

highest priority in the school.

12 25.0% 50.0% 16.7% 0.0% 8.3% 28 21.4% 21.4% 17.9% 14.3% 25.0%

6. The principal provides

leadership in the improvement of

the instructional program.

12 41.7% 41.7% 8.3% 0.0% 8.3% 29 20.7% 31.0% 17.2% 10.3% 20.7%

7. Administrators complete fair and

meaningful evaluations of each

employee.

12 25.0% 33.3% 33.3% 8.3% 0.0% 29 17.2% 37.9% 17.2% 10.3% 17.2%

8. The principal encourages

teachers to participate in

leadership roles.

12 16.7% 66.7% 8.3% 8.3% 0.0% 29 13.8% 31.0% 17.2% 6.9% 31.0%


27



Number

Percent Percent



Strongly



Strongly

Disagree


9. The school has a plan for the

year that includes goals and

objectives.

12 16.7% 58.3% 16.7% 0.0% 8.3% 29 27.6% 31.0% 13.8% 6.9% 20.7%

10. The school plan is developed

with participation by teachers

and community members.

12 16.7% 25.0% 33.3% 16.7% 8.3% 29 17.2% 27.6% 24.1% 6.9% 24.1%

11. Important social trends are

considered in school planning. 12 0.0% 58.3% 8.3% 25.0% 8.3% 29 10.3% 24.1% 24.1% 20.7% 20.7%

12. Teachers and students know the

school's purpose and goals. 12 8.3% 66.7% 8.3% 16.7% 0.0% 29 13.8% 37.9% 10.3% 17.2% 20.7%

13. The goals of teachers are

consistent with school and

district goals.

10 10.0% 50.0% 10.0% 30.0% 0.0% 29 17.2% 44.8% 20.7% 13.8% 3.4%

14. Teachers communicate

instructional goals to students. 12 16.7% 50.0% 25.0% 0.0% 8.3% 29 34.5% 37.9% 17.2% 10.3% 0.0%

15. The school plan is revised,

monitored, and reviewed

periodically.

12 0.0% 50.0% 25.0% 16.7% 8.3% 29 17.2% 17.2% 37.9% 10.3% 17.2%


16. School conduct rules and

procedures are taught along with

other skills.

12 25.0% 58.3% 8.3% 8.3% 0.0% 29 20.7% 41.4% 13.8% 10.3% 13.8%

17. Disciplinary procedures are

implemented in a fair and

consistent manner.

12 16.7% 33.3% 33.3% 8.3% 8.3% 29 10.3% 37.9% 6.9% 13.8% 31.0%

18. Parents are involved in and

support the school's disciplinary

procedures.

12 8.3% 41.7% 33.3% 8.3% 8.3% 29 6.9% 27.6% 24.1% 17.2% 24.1%


28



Number

Percent Percent



Strongly



Strongly

Disagree

19. The physical plant is clean and

well maintained. 12 25.0% 50.0% 8.3% 8.3% 8.3% 29 10.3% 44.8% 20.7% 10.3% 13.8%

20. Appropriate safety principles are

taught and practiced. 12 8.3% 66.7% 8.3% 16.7% 0.0% 29 13.8% 34.5% 20.7% 20.7% 10.3%


21. An atmosphere of respect and

trust exists in the school. 12 8.3% 41.7% 16.7% 25.0% 8.3% 29 10.3% 17.2% 17.2% 17.2% 37.9%

22. Social and cultural differences

are respected in the school. 12 16.7% 58.3% 16.7% 0.0% 8.3% 29 17.2% 31.0% 13.8% 20.7% 17.2%

23. Teachers have a positive attitude

toward their school. 12 16.7% 50.0% 8.3% 16.7% 8.3% 29 17.2% 17.2% 20.7% 20.7% 24.1%

24. Students have a positive attitude

toward their school. 12 0.0% 41.7% 8.3% 41.7% 8.3% 29 6.9% 17.2% 27.6% 20.7% 27.6%

25. Teacher attendance is high. 12 0.0% 58.3% 25.0% 16.7% 0.0% 28 3.6% 35.7% 35.7% 14.3% 10.7%

26. Student attendance is high. 12 0.0% 33.3% 8.3% 41.7% 16.7% 28 7.1% 32.1% 25.0% 21.4% 14.3%

27. Teachers are recognized for their


28. Students are recognized for their


29. Teachers, students, and

administrators assume

responsibility, as appropriate, for

the physical appearance of the

school.

12 16.7% 41.7% 25.0% 0.0% 16.7% 29 6.9% 31.0% 20.7% 31.0% 10.3%

30. The school physical facilities

contribute to a positive school

climate.

12 16.7% 41.7% 16.7% 16.7% 8.3% 29 6.9% 37.9% 17.2% 24.1% 13.8%


29



Number

Percent Percent



Strongly



Strongly

Disagree

High Expectations

31. Classroom learning expectations

are high, appropriate, and

achievable.

12 33.3% 41.7% 8.3% 8.3% 8.3% 29 24.1% 44.8% 10.3% 17.2% 3.4%

32. Expectations are communicated

to faculty, support staff,

students, and parents.

12 33.3% 50.0% 8.3% 0.0% 8.3% 29 20.7% 44.8% 13.8% 10.3% 10.3%

33. All students, regardless of social

or cultural differences, are

expected to work toward high

standards.

12 50.0% 25.0% 0.0% 16.7% 8.3% 29 31.0% 44.8% 6.9% 13.8% 3.4%

34. Expectations for students are

based on knowledge of students

and their previous performance.

12 25.0% 58.3% 16.7% 0.0% 0.0% 29 13.8% 62.1% 6.9% 10.3% 6.9%

35. High academic expectations are

consistently maintained over

time.

12 41.7% 33.3% 16.7% 8.3% 0.0% 28 21.4% 35.7% 10.7% 21.4% 10.7%


36. Student performance is regularly

evaluated. 12 41.7% 41.7% 16.7% 0.0% 0.0% 29 27.6% 51.7% 17.2% 0.0% 3.4%

37. Student performance is

evaluated in a variety of ways. 12 41.7% 41.7% 8.3% 0.0% 8.3% 29 27.6% 44.8% 20.7% 6.9% 0.0%

38. Assessment data are used to

improve the school's curriculum. 12 33.3% 33.3% 8.3% 25.0% 0.0% 28 14.3% 32.1% 28.6% 14.3% 10.7%

39. Student progress is regularly

reported to parents. 11 36.4% 54.5% 0.0% 9.1% 0.0% 29 27.6% 48.3% 6.9% 6.9% 10.3%


30



Number

Percent Percent



Strongly



Strongly

Disagree

40. Student assessment data are

monitored, and instruction is

modified to promote student

learning.

12 41.7% 33.3% 16.7% 8.3% 0.0% 29 13.8% 44.8% 17.2% 17.2% 6.9%

41. Students are regularly informed

of their progress. 12 41.7% 58.3% 0.0% 0.0% 0.0% 28 21.4% 50.0% 14.3% 3.6% 10.7%


42. Basic skills in this school

include grade-appropriate skills

within content areas,

critical/higher-order thinking

skills, and problem-solving

skills.

12 41.7% 41.7% 16.7% 0.0% 0.0% 29 20.7% 51.7% 10.3% 10.3% 6.9%

43. Students are taught to apply

basic skills. 12 41.7% 41.7% 16.7% 0.0% 0.0% 29 20.7% 58.6% 13.8% 6.9% 0.0%

44. Students are tested for both basic

knowledge and performance

capabilities.

12 41.7% 41.7% 8.3% 8.3% 0.0% 29 20.7% 55.2% 13.8% 6.9% 3.4%

45. Elective subjects are integrated

into the school curriculum. 12 16.7% 66.7% 8.3% 8.3% 0.0% 29 13.8% 55.2% 17.2% 3.4% 10.3%

46. The integration of basic skills

development into instruction is

consistently monitored.

11 27.3% 54.5% 0.0% 9.1% 9.1% 29 17.2% 31.0% 24.1% 24.1% 3.4%


47. Instruction time is used

efficiently, so that students cover

the expected curriculum content

with satisfactory understanding

and retention.

11 18.2% 72.7% 0.0% 0.0% 9.1% 29 20.7% 37.9% 13.8% 24.1% 3.4%


31



Number

Percent Percent



Strongly



Strongly

Disagree

48. Classroom disruptions to

instruction are kept to a

minimum.

11 27.3% 45.5% 9.1% 0.0% 18.2% 28 10.7% 25.0% 14.3% 32.1% 17.9%

49. Teachers are freed from

miscellaneous administrative

tasks and duties so they can

concentrate on instruction.

11 27.3% 36.4% 9.1% 9.1% 18.2% 29 6.9% 24.1% 17.2% 20.7% 31.0%

50. The administration supports

teachers in matters concerning

disruptive students.

11 36.4% 36.4% 0.0% 18.2% 9.1% 29 10.3% 31.0% 10.3% 17.2% 31.0%

51. The school offers extracurricular

and supplemental activities that

support instruction.

10 40.0% 50.0% 10.0% 0.0% 0.0% 29 13.8% 41.4% 20.7% 24.1% 0.0%

52. The curriculum is varied to

accommodate needs, interests,

and abilities of students.

11 27.3% 36.4% 0.0% 27.3% 9.1% 29 6.9% 37.9% 31.0% 17.2% 6.9%

53. Teachers provide students with

opportunities for learning in

small-group settings.

11 27.3% 54.5% 9.1% 0.0% 9.1% 29 10.3% 62.1% 24.1% 3.4% 0.0%


54. Parents actively participate in

establishing school policies and

procedures.

11 9.1% 27.3% 18.2% 18.2% 27.3% 29 6.9% 17.2% 31.0% 27.6% 17.2%

55. Parents actively participate in

school activities. 11 18.2% 18.2% 18.2% 27.3% 18.2% 29 3.4% 37.9% 17.2% 24.1% 17.2%

56. Effective and frequent

communication occurs with

parents.

11 18.2% 45.5% 18.2% 9.1% 9.1% 29 13.8% 41.4% 17.2% 20.7% 6.9%


32



Number

Percent Percent



Strongly



Strongly

Disagree

57. Community resources are used

to support the instruction of

students.

11 9.1% 54.5% 18.2% 9.1% 9.1% 29 13.8% 20.7% 34.5% 24.1% 6.9%

58. Social services from available

outside agencies are used

effectively.

11 9.1% 45.5% 36.4% 0.0% 9.1% 28 14.3% 7.1% 57.1% 17.9% 3.6%

59. Parents are encouraged to

support the instructional

activities of the school.

11 36.4% 45.5% 9.1% 0.0% 9.1% 27 29.6% 33.3% 18.5% 11.1% 7.4%

Strong Professional Development

60. Professional development of

teachers addresses the social and

cultural differences in the

school.

11 27.3% 45.5% 9.1% 9.1% 9.1% 29 10.3% 27.6% 17.2% 27.6% 17.2%

61. Professional development of

teachers is tailored to the needs

of the school.

12 25.0% 41.7% 16.7% 8.3% 8.3% 26 7.7% 34.6% 23.1% 23.1% 11.5%

62. Participation in professional

development activities is

encouraged.

12 25.0% 66.7% 8.3% 0.0% 0.0% 26 19.2% 42.3% 19.2% 19.2% 0.0%

63. The application of professional

development activities is

encouraged.

12 33.3% 50.0% 16.7% 0.0% 0.0% 26 11.5% 38.5% 19.2% 23.1% 7.7%

64. Teachers are involved in

planning and evaluating

professional development

activities.

12 16.7% 33.3% 16.7% 25.0% 8.3% 26 11.5% 19.2% 34.6% 15.4% 19.2%


33



Number

Percent Percent



Strongly



Strongly

Disagree

65. Teachers in this school strive to

maintain and enhance their

professional status.

12 25.0% 50.0% 8.3% 8.3% 8.3% 26 23.1% 42.3% 23.1% 7.7% 3.8%

Teacher Involvement in Decisionmaking

66. Teachers are involved in school

planning and budgeting. 12 8.3% 33.3% 25.0% 16.7% 16.7% 25 8.0% 24.0% 24.0% 20.0% 24.0%


developing and reviewing the

school's mission and goals.

12 8.3% 50.0% 16.7% 16.7% 8.3% 26 7.7% 26.9% 19.2% 23.1% 23.1%


monitoring the implementation

of school policies and

procedures.

12 16.7% 58.3% 8.3% 8.3% 8.3% 25 20.0% 16.0% 28.0% 12.0% 24.0%

69. Teachers perceive that they can

influence school decisions. 12 16.7% 16.7% 33.3% 16.7% 16.7% 26 3.8% 23.1% 15.4% 19.2% 38.5%

70. Teachers and administrators

function as a team. 12 8.3% 58.3% 8.3% 8.3% 16.7% 26 11.5% 11.5% 15.4% 15.4% 46.2%

sy2010-2011 school climate survey, frederick douglass...

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