Appendix B1 SPP 2024-25 - Item Bank - Current Collection v16

School Pulse Panel 2024-25 Data Collection Second Quarter Revision

Appendix B1 SPP 2024-25 - Item Bank - Current Collection v16

OMB: 1850-0969

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School Pulse Panel

(SPP 2024-25)





OMB# 1850-0969 v.16



Supporting Statement

Appendix B1

2024-25 SPP Item Bank





National Center for Education Statistics (NCES)

U.S. Department of Education

February 2024

revised May 2024

revised August 2024








Overview

The School Pulse Panel is uniquely structured to be responsive to the needs of stakeholders and policymakers. The 2024-25 monthly surveys will encompass broad content domains, each with a series of measurement items addressing a specific research question. This B1 item bank includes items that will be fielded in the 2024-25 SPP. This item bank supplements the B2 item bank, which includes previously approved and administered items from the 2021-22 SPP and 2023-24 SPP collections. Content in B1 is organized by month fielded.



2024-25 School Pulse Panel Modules by Month

Monthly Collection

Modules


2024

August

Staffing

(Summer Hiring Cycle & Challenges [pipeline])

Community Collaboration

Principal Goals for the Year

Family Engagement Strategies (open ended)

September

Summer Programs

After-School Programs

Civics Education


October

Staffing

(Current Vacancies & Challenges [understaffing])

Tutoring



November

Food & Nutrition

Physical Education Programming

Arts Education Programming

National Park Service Education Programming

December

School Facilities

 Technology (Digital Literacy + Artificial Intelligence)



2025

January

College & Career Readiness

Sources of Information

Family Engagement


February

Concerns

State Assessment Perceptions

Climate Impacts on Educational Operations


March

Mental Health

School and District Vaccine Requirements

Drug Overdose Prevention


April

Student Housing Instability

Transportation

School Preparedness and Safety Procedures


May

Student Behavior

Social and Emotional Learning Programs

 School Crime and Safety


June

Absenteeism

Learning Recovery

(Strategies)

Operations Follow-Up


Italicized modules are planned but subject to change; changes will appear in subsequent 30-day packages.


School Demographics (see section below) and the Suggestions for Future Content item are also asked each month. An item about daily attendance will be asked every month starting in October 2024.

Repeating Items – these items are regularly included in monthly questionnaires and are presented here once rather than shown in monthly instruments. The instruments as administered are shown in Appendix C.

School Demographics

TEACHER0. Please enter an approximate total teacher count for your school as of today.

Please enter the number of teachers, including full-time and part-time teachers.

________ total number of teachers

STAFF0. Please enter an approximate total non-teacher staff count for your school as of today.

Please enter the number of non-teaching staff, including full-time and part-time non-teachers.

________ total number of non-teaching staff

ENROLLMENT0. As of today, please enter your total student enrollment count.

Please enter the number of students.

________ total number of students


Grades. In which of the following grades or grade equivalent does your school have students enrolled? Select all that apply.

  • Kindergarten

  • 1st grade

  • 2nd grade

  • 3rd grade

  • 4th grade

  • 5th grade

  • 6th grade

  • 7th grade

  • 8th grade

  • 9th grade/Freshman

  • 10th grade/Sophomore

  • 11th grade/Junior

  • 12th grade/Senior

  • Ungraded

  • Adult education {display starting in December 2024}



Grades_adult. Does your school ONLY educate adult students over the age of 19? {Display starting in December 2024 if Grades = Adult education}

  • Yes

No

Inper. Is your school offering in-person learning for students during the 2024-25 school year?

  • Yes

  • No



Inper_no. Which of the following best describes how students are taught at your school? {Display if Inper=No}

  • Fully virtual/online

  • Other, please specify: _______



Suggestions for Future Items

FutCont. We want to ensure we are continuing to collect information on topics that are relevant to the day-to-day functioning of U.S. public schools during the 2024-25 school year and beyond. In the space below, please share any topics you believe are important for us to know as we continue this monthly survey collection.

This item is optional.


Shape1



Attendance

Att1. Today (or the most recent day you have data), what is your attendance rate?

An attendance rate is the percentage of your students who are present for school.

_______ %

Please select the date in the calendar that you used for the attendance rate.



Next, we are interested in chronic absenteeism at your school during the 2024-25 school year. You may either report the percentage or number of students who were chronically absent this school year. Please only respond to one of the next two items you see.

ABS1_p. During the 2024-25 school year, approximately what percentage of students at your school have been chronically absent? Include excused and unexcused absences. {plan to display either version 1 or version 2, based on cognitive testing feedback}

Chronic absenteeism is defined as students who are absent for at least 10 percent of the school year

  • ____ percent of students chronically absent

OR

ABS1_c. During the 2024-25 school year, approximately how many students at your school have been chronically absent for the 2024-25 school year? {plan to display either version 1 or version 2, based on cognitive testing feedback}

Chronic absenteeism is defined as students who are absent for at least 10 percent of the school year

____ number of students chronically absent



ABS2b 3-2b. Compared to the LAST school year (2023-24), how has chronic absenteeism changed at your school during the 2024-25 school year? Include excused and unexcused absences. {plan to display either version 1 or version 2, based on cognitive testing feedback}

  • Chronic student absenteeism has decreased a lot

  • Chronic student absenteeism has decreased a little

  • Chronic student absenteeism has remained about the same

  • Chronic student absenteeism has increased a little

  • Chronic student absenteeism has increased a lot

  • Don’t Know



Next, we are interested in chronic absenteeism at your school during the 2024-25 school year. You may either report the percentage or number of students who were chronically absent this school year. Please only respond to one of the next two items you see.

ABS1_p_v2. During the 2024-25 school year, approximately what percentage of students at your school are on track to be chronically absent? Include excused and unexcused absences. {plan to display either version 1 or version 2, based on cognitive testing feedback}

Chronic absenteeism is defined as students who are absent for at least 10 percent of the school year

  • ____ percent of students chronically absent



ABS1_c_v2. During the 2024-25 school year, approximately how many students at your school are on track to be chronically absent for the 2024-25 school year? {plan to display either version 1 or version 2, starting in February 2025, based on cognitive testing feedback}

  • Chronic absenteeism is defined as students who are absent for at least 10 percent of the school year

  • ____ number of students chronically absent





ABS2b_v2 3-2b. Thinking about students on track to be chronically absent, compared to the LAST school year (2023-24), how has chronic absenteeism changed at your school during the 2024-25 school year? Include excused and unexcused absences. {plan to display either version 1 or version 2, starting in February 2025, based on cognitive testing feedback}







School Pulse Panel August 2024 Survey

Staffing (Summer Hiring Cycle)

HP1. How easy or difficult was it for you to fill each of the following teaching positions with a fully certified teacher for the 2024-25 school year?

Our school does not offer this position

We did not have vacancies in this area

Very easy

Somewhat easy

Somewhat difficult

Very difficult

General Elementary







Special Education







English or language arts







Social Studies







Computer science







Mathematics







Biology or life sciences







Physical sciences (e.g., chemistry, physics)







English as a Second Language (ESL) or bilingual education







Foreign languages







Music or arts







Career or technical education







Physical education or health














Other teaching positions not listed









HP1_open. Please identify the other the other teaching positions. {Display if HP1 = Other…}

Shape2









HP1a. How many teaching vacancies did you need to fill in these areas?

{Rows display based on selection of any responses from “very easy” through “very difficult” in HP1}

Number of vacancies

General Elementary


Special Education


English or language arts


Social Studies


Computer science


Mathematics


Biology or life sciences


Physical sciences

(e.g., chemistry, physics)


English as a Second Language (ESL) or bilingual education


Foreign languages


Music or arts


Career or technical education


Physical education or health


Other teaching positions not listed




HP1b. How many teaching staff vacancies did you fill with a fully certified teacher?

“Filled” includes both newly hired personnel and vacancies filled with personnel that were already working at your school.

{Rows display based on selection of any responses from “very easy” through “very difficult” in HP1}

Number of vacancies filled

General Elementary


Special Education


English or language arts


Social Studies


Computer science


Mathematics


Biology or life sciences


Physical sciences (e.g., chemistry, physics)


English as a Second Language (ESL) or bilingual education


Foreign languages


Music or arts


Career or technical education


Physical education or health


Other teaching positions not listed








HP2. What, if any, challenges did you experience filling vacant teaching positions for the 2024-25 school year? Select all that apply.

  • Too few candidates applying for open teaching positions

  • A lack of qualified candidates applying for open teaching positions

  • Candidates felt the salary and benefits for teaching positions were not enough

  • Applicants turned down teaching positions once offered for reasons other than salary and benefits

  • Other, please specify: ______________

  • We did not experience any challenges filling teacher vacancies

  • We did not have any teacher vacancies to fill



HP10. How easy or difficult was it for you to fill each of the following non-teaching staff positions for the 2024-25 school year?

Our school does not offer this position

We did not have vacancies in this area

Very easy

Somewhat easy

Somewhat difficult

Very difficult

Don’t know

Administrative staff








Custodial staff








Nutrition staff (e.g., food preparation, cafeteria worker)








HP10a. How many non-teaching staff vacancies did you need to fill in these areas?

{Rows display based on selection of any responses from “very easy” through “very difficult” in HP10}

Number of vacancies

Administrative staff


Custodial staff


Nutrition staff (e.g., food preparation, cafeteria worker)


HP10b. How many non-teaching staff vacancies did you fill?

“Filled” includes both newly hired personnel and vacancies filled with personnel that were already working at your school.

{Rows display based on selection of any responses from “very easy” through “very difficult” in HP10}

Number of vacancies filled

Administrative staff


Custodial staff


Nutrition staff (e.g., food preparation, cafeteria worker)












HP3. How easy or difficult was it for you to fill each of the following non-teaching staff positions with a fully certified staff member for the 2024-25 school year?

Our school does not offer this position

We did not have vacancies in this area

Very easy

Somewhat easy

Somewhat difficult

Very difficult

Don’t know

Mental health professional (e.g., psychologist, social worker)








Medical professional (e.g., nurse, nurse’s aide)








Technology specialist








Transportation staff








Academic counselor








Academic interventionist








Tutor








Instructional coach








Classroom aide








Other non-teaching staff positions not listed










HP3_open. Please identify the other the other non-teaching staff positions. {Display if HP3 = “other…”}

Shape3



















HP3a. How many non-teaching staff vacancies did you need to fill in these areas?

{Rows display based on selection of any responses from “very easy” through “very difficult” in HP3}

Number of vacancies

Mental health professional (e.g., psychologist, social worker)


Medical professional (e.g., nurse, nurse’s aide)


Technology specialist


Transportation staff


Academic counselor


Academic interventionist


Tutor


Instructional coach


Classroom aide


Other non-teaching staff positions not listed


HP3b. How many non-teaching staff vacancies did you fill with a fully certified candidate?

“Filled” includes both newly hired personnel and vacancies filled with personnel that were already working at your school.

{Rows display based on selection of any responses from “very easy” through “very difficult” in HP3}

Number of vacancies filled

Mental health professional (e.g., psychologist, social worker)


Medical professional (e.g., nurse, nurse’s aide)


Technology specialist


Transportation staff


Academic counselor


Academic interventionist


Tutor


Instructional coach


Classroom aide


Other non-teaching staff positions not listed




HP4. What, if any, challenges did you experience filling vacant non-teaching staff positions for the 2024-25 school year? Select all that apply.

  • Too few candidates applying for open staff positions

  • A lack of qualified candidates applying for open staff positions

  • Candidates felt the salary and benefits for staff positions were not enough

  • Applicants turned down staff positions once offered for reasons other than salary and benefits

  • Other, please specify: ______________

  • We did not experience any challenges filling staff vacancies

  • We did not have any staff vacancies to fill







GYO1. Do any students in your school participate in a “grow-your-own” (GYO) program to encourage students to pursue the teaching profession? {Display only if Grades=9th, 10th, 11th, or 12th}

GYO programs are designed to recruit and support individuals from the local community to enter the teaching profession. This may include providing high school students with courses or extra-curricular programs focused on teaching, teaching experience, and/or scholarship opportunities for those who go on to pursue a bachelor’s degree in education and/or teacher certification.

  • Yes

  • No

GYO2. Approximately how many students participate in a GYO program? {Display if GYO1 = Yes}

_______ students

HP9. We’d like to learn more about schools’ experiences filling teacher and staff vacancies prior to the 2024-25 school year. In the space below, please share any other information you’d like us to know on this topic.

This item is optional.

Shape4



Community Collaboration

CSP1. Does your school use a “community school” or “wraparound services” model?

A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.)

  • Yes

  • No

CSP2a. For the 2024-25 school year, which of the following services, if any, are available to the community through your school’s existing partnerships? Select all that apply.

  • Physical health care

  • Mental health care

  • Dental care

  • Vision care

  • Housing assistance

  • Nutrition/food assistance

  • Employment assistance

  • Childcare

  • Social work

  • Adult education classes

  • Parenting and family support

  • Mentoring and tutoring programs

  • Immigrant, migrant, and refugee support

  • Volunteering opportunities

  • Community resource fairs

  • Other, please specify: ____________

  • None of the above

CSP2d. Does your school employ a dedicated coordinator to manage the available services you indicated in the prior item? {Display if CSP2a ≠ None of the above}

  • Yes

  • No

CSP2e. For the 2024-25 school year, which of the following sources of funding, if any, will be used to support the services available to the community at your school? Select all that apply. {Display if CSP2a ≠ None of the above}

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Other funding

  • No funding is used

  • Don’t know

CSP6. For the 2024-25 school year, does your school have, or conduct, any of the following collaborative decision-making and continuous improvement practices, either directly or through a partnership? Select all that apply.

  • An advisory board or local-decision-making committee that includes parents, teachers, students, and/or community members

  • Assessment of student academic and non-academic needs and assets and family needs and assets

  • Data system that monitors which students receive which services (e.g., after-school programs, counseling services, health care)

  • Data system that monitors student progress (e.g., academic progress, classroom engagement, social and emotional skills)

  • None of the above

CSP4. For the 2024-25 school year, does your school use any of the following strategies to improve coordination of service delivery? Select all that apply.

  • Employment of a community school coordinator, director, or manager

  • Partnerships with community organizations to provide services

  • Case management to connect students and families with services

  • Service directory or other centralized list of family services

  • None of the above

CSP5. How important was each of the following factors in determining your school’s priorities for the 2024-25 school year?

Not important

Slightly important

Important

Very important

N/A

Results from school’s comprehensive needs assessment






Input from parents






Input from students






Input from school administrators






Input from school staff






Input from community-based organizations, local government, or businesses






Input from tribes or tribal organizations






CSP3. We’d like to learn more about schools’ experiences collaborating with their local community. In the space below, please share any other information you’d like us to know on this topic.

This item is optional.

Shape5

Principal Goals

The following item is being fielded as part of an internal research and development effort related to better understanding how “experimental” SPP estimates differ from official statistics and to track trends from the National Teacher and Principal Survey (NTPS). This question will be fielded on the August 2024 survey but not advertised in August 2024 release materials.

PVPfilter. Are you the principal, assistant/vice principal, or some other similar position, at your school?

  • Yes, principal or similar position

  • Yes, assistant/vice principal or similar position

  • No, please specify: __________

PrinGoal_NTPS. We are interested in the importance you place on various educational goals. From the following ten goals, which do you consider the most important, the second most important, and the third most important? {Display if PVPfilter=No}

  1. Building basic literacy skills (reading, math, writing, speaking)

  2. Encouraging academic excellence

  3. Preparing students for postsecondary education

  4. Promoting occupational or vocational skills

  5. Promoting good work habits and self-discipline

  6. Promoting personal growth (self-esteem, self-knowledge, etc.)

  7. Promoting human relations skills

  8. Promoting specific moral values

  9. Promoting multicultural awareness or understanding

  10. Fostering religious or spiritual development

____ Most important

____ Second most important

____ Third most important

Family Engagement Strategies

PareEng5_open. We are interested in the ways that schools are working to increase engagement with the families at their school. What strategies will your school use this school year to increase family engagement?

Shape6











































School Pulse Panel September 2024 Survey

Summer Programs

SP_gate. Which of the following summer programs did your school offer during summer 2024? Select all that apply.

  • Summer school program: classes offered during the summer that students take for remedial or credit recovery purposes; students are often required to attend summer school because of their performance during the school year {Display SP_ss items if selected}

  • Summer learning and enrichment programs: classes or programs offered during the summer that students may participate in that provide additional learning opportunities, or course credit, in a variety of subject areas; students’ participation in these programs is voluntary {Display SP_le items if selected}

  • Summer recreation programs: programs offered during the summer that students may participate in that may include recreation, sports, games and activities, youth development, etc.; these programs typically do not have an academic focus and students’ participation is voluntary {Display SP_r items if selected}

  • Summer bridge programs: programs offered during the summer that support transitions to new grade or school levels (e.g., the transition from elementary to middle school or from middle school to high school) {Display SP_bp items if selected}

  • Service-learning programs: program where students learn in a classroom-type setting and apply what they’ve learned by providing meaningful service to their community {Display SP_sl items if selected}

  • Work-based learning program: program that provides students with a continuum of career-related experiences that support their career goals and prepares them for education and employment beyond school {Display SP_wb items if selected}

  • Summer internship program: program where students are connected to businesses or non-profit organizations and gain real-world work experiences {Display SP_int items if selected}

  • Other summer programs, please specify: _______________

  • We did not offer any summer programs during summer 2024

SP_acad. To the best of your knowledge, what percentage of your student body participated in academically focused summer program(s) offered by your school during summer 2024? {Display if SP_gate = summer school OR L&E programs OR bridge programs OR other programs}

Academically focused summer programs include summer school, learning and enrichment programs, bridge programs, or other summer programs. If a student participated in more than one of these programs, count them once.

________ %

  • Don’t know



The following questions ask about your school’s SUMMER SCHOOL offered during summer 2024.

If your school offered multiple programs during summer 2024, we will ask about those programs separately later in the survey.

SP_ss1. To the best of your knowledge, what percentage of your student body participated in summer school during summer 2024?

__________%

  • Don’t know

SP_ss2. During a typical week, approximately how many days per week did your school offer summer school during summer 2024?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • More than 5 days per week

  • Don’t know

SP_ss3. During a typical day, how many hours per day did summer school run?

________ hours

  • Don’t know

SP_ss4. Approximately how many weeks did your school offer summer school during summer 2024?

________ weeks

  • Don’t know

SP_ss5a. Which of the following best describes your school’s ability to provide summer school to those who needed it?

  • We were able to provide summer school to ALL students who needed it

  • We were able to provide summer school to MOST students who needed it

  • We were able to provide summer school to SOME students who needed it

  • We were able to provide summer school to ONLY A FEW students who needed it

  • Don’t know

SP_ss5b. Which of the following factors, if any, limited your school’s ability to provide summer school to all students who needed it? Select all that apply.

  • Could not find staff to support summer school

  • Lack of funding to hire staff to support summer school

  • Space limitations (i.e., did not have the physical space to support summer school for all students who needed it)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer school)

  • Lack of educational materials to support summer school

  • Other, please specify: ____________

  • We did not experience any barriers to implementing summer school

  • Don’t know



SP_ss6. Did you partner, or have a contract, with any of the following types of organizations or groups to run your school’s summer school program? Select all that apply.

  • Other local K-12 schools

  • Local colleges or universities

  • Local libraries

  • Academically focused groups (e.g., local museums, tutoring programs)

  • Community businesses

  • Community non-profit organizations

  • Community health organizations

  • City departments or agencies (e.g., parks department, mayor’s office, youth agencies)

  • Other, please specify: ________________

  • We did not partner or contract with any other organizations

  • Don’t know

SP_ss7. Which of the following personnel worked in your school’s summer school program during summer 2024? Select all that apply.

  • Teachers who are full-time during the school year from your school

  • Teachers who are part-time during the school year from your school

  • Administrative staff from your school

  • Tutors from your school

  • Intervention specialists from your school

  • Dedicated staff whose only job at your school is to work in your school’s summer school program

  • Staff from an outside organization you partner or contract with {Display if SP_ss6 ≠ “We did not partner…” or “Don’t know”}

  • Volunteers (e.g., parents, other community members)

  • Other, please specify: ______________

  • Don’t know

SP_ss8_ii. What sources of funding were used to support your school’s summer school program during summer 2024? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above

SP_ss10. Did families have to pay a fee for their child(ren) to participate in your school’s summer school program?

Please only consider money paid directly for participation; do NOT include associated costs with participating in this program, such as program add-ons, transportation costs, or purchasing materials necessary for participation.

  • Yes

  • No

  • Don’t know



The following questions ask about your school’s SUMMER LEARNING AND ENRICHMENT PROGRAM(S) offered during summer 2024.

If your school offered multiple programs during summer 2024, we will ask about those programs separately later in the survey.

SP_le1. To the best of your knowledge, what percentage of your student body participated in your school’s summer learning and enrichment program(s) during summer 2024?

__________%

  • Don’t know

SP_le2. During a typical week, approximately how many days per week did your school offer summer learning and enrichment program(s) during summer 2024?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • More than 5 days per week

  • Don’t know

SP_le3. During a typical day, how many hours per day did your school’s summer learning and enrichment program(s) run?

________ hours

  • Don’t know

SP_le4. Approximately how many weeks did your school offer summer learning and enrichment program(s) during summer 2024?

________ weeks

  • Don’t know

SP_le5a. Which of the following best describes your school’s ability to provide summer learning and enrichment program(s) to those who wanted to participate?

  • We were able to provide our summer learning and enrichment program(s) to ALL students who wanted to participate

  • We were able to provide our summer learning and enrichment program(s) to MOST students who wanted to participate

  • We were able to provide our summer learning and enrichment program(s) to SOME students who wanted to participate

  • We were able to provide our summer learning and enrichment program(s) to ONLY A FEW students who wanted to participate

  • Don’t know

SP_le5b. Which of the following factors, if any, limited your school’s ability to provide summer learning and enrichment program(s) to all students who wanted to participate? Select all that apply.

  • Could not find staff to support summer learning and enrichment programs

  • Lack of funding to hire staff to support summer learning and enrichment programs

  • Space limitations (i.e., did not have the physical space to support summer learning and enrichment programs for all students who wanted to participate)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer learning and enrichment programs)

  • Lack of educational materials to support summer learning and enrichment programs

  • Other, please specify: ____________

  • We did not experience any barriers to implementing summer learning and enrichment programs

  • Don’t know

SP_le6. Did you partner, or have a contract, with any of the following types of organizations or groups to run your school’s summer learning and enrichment program(s)? Select all that apply.

  • Other local K-12 schools

  • Local colleges or universities

  • Local libraries

  • Academically focused groups (e.g., local museums, tutoring programs)

  • Community businesses

  • Community non-profit organizations

  • Community health organizations

  • City departments or agencies (e.g., parks department, mayor’s office, youth agencies)

  • Other, please specify: ________________

  • We did not partner or contract with any other organizations

  • Don’t know

SP_le7. Which of the following personnel worked in your school’s summer learning and enrichment program(s) during summer 2024? Select all that apply.

  • Teachers who are full-time during the school year from your school

  • Teachers who are part-time during the school year from your school

  • Administrative staff from your school

  • Tutors from your school

  • Intervention specialists from your school

  • Dedicated staff whose only job at your school is to work in your school’s summer learning and enrichment program(s)

  • Staff from an outside organization you partner or contract with {Display if SP_le6 ≠ “We did not partner…” or “Don’t know”}

  • Volunteers (e.g., parents, other community members)

  • Other, please specify: ______________

  • Don’t know

SP_le8_ii. What sources of funding were used to support your school’s summer learning and enrichment program(s) summer 2024? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above


SP_le10. Did families have to pay a fee for their child(ren) to participate in your school’s summer learning and enrichment program(s)?

Please only consider money paid directly for participation; do NOT include associated costs with participating in this program, such as program add-ons, transportation costs, or purchasing materials necessary for participation.

  • Yes

  • No

  • Don’t know

The following questions ask about your school’s SUMMER RECREATION PROGRAM(S) offered during summer 2024.

If your school offered multiple programs during summer 2024, we will ask about those programs separately later in the survey.

SP_r1. To the best of your knowledge, what percentage of your student body participated in your school’s summer recreation program(s) during summer 2024?

__________%

  • Don’t know

SP_r2. During a typical week, approximately how many days per week did your school offer summer recreation program(s) during summer 2024?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • More than 5 days per week

  • Don’t know

SP_r3. During a typical day, how many hours per day did your school’s summer recreation program(s) run?

________ hours

  • Don’t know

SP_r4. Approximately how many weeks did your school offer summer recreation program(s) during summer 2024?

________ weeks

  • Don’t know

SP_r5a. Which of the following best describes your school’s ability to provide summer recreation program(s) to those who wanted to participate?

  • We were able to provide our summer recreation program(s) to ALL students who wanted to participate

  • We were able to provide our summer recreation program(s) to MOST students who wanted to participate

  • We were able to provide our summer recreation program(s) to SOME students who wanted to participate

  • We were able to provide our summer recreation program(s) to ONLY A FEW students who wanted to participate

  • Don’t know

SP_r5b. Which of the following factors, if any, limited your school’s ability to provide summer recreation program(s) to all students who wanted to participate? Select all that apply.

  • Could not find staff to support summer recreation programs

  • Lack of funding to hire staff to support summer recreation programs

  • Space limitations (i.e., did not have the physical space to support summer recreation programs for all students who wanted to participate)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer recreation programs)

  • Lack of materials to support summer recreation programs

  • Other, please specify: ____________

  • We did not experience any barriers to implementing summer recreation programs

  • Don’t know

SP_r6. Did you partner, or have a contract, with any of the following types of organizations or groups to run your school’s summer recreation program(s)? Select all that apply.

  • Other local K-12 schools

  • Local colleges or universities

  • Local libraries

  • Academically focused groups (e.g., local museums, tutoring programs)

  • Community businesses

  • Community non-profit organizations

  • Community health organizations

  • City departments or agencies (e.g., parks department, mayor’s office, youth agencies)

  • Other, please specify: ________________

  • We did not partner or contract with any other organizations

  • Don’t know

SP_r7. Which of the following personnel worked in your school’s summer recreation program(s) during summer 2024? Select all that apply.

  • Teachers who are full-time during the school year from your school

  • Teachers who are part-time during the school year from your school

  • Administrative staff from your school

  • Tutors from your school

  • Intervention specialists from your school

  • Dedicated staff whose only job at your school is to work in your school’s summer recreation program(s)

  • Staff from an outside organization you partner or contract with {Display if SP_r6 ≠ “We did not partner…” or “Don’t know”}

  • Volunteers (e.g., parents, other community members)

  • Other, please specify: ______________

  • Don’t know

SP_r8_ii. What sources of funding were used to support your school’s summer recreation program(s) during summer 2024? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above

SP_r10. Did families have to pay a fee for their child(ren) to participate in your school’s summer recreation program(s)?

Please only consider money paid directly for participation; do NOT include associated costs with participating in this program, such as program add-ons, transportation costs, or purchasing materials necessary for participation.

  • Yes

  • No

  • Don’t know

The following questions ask about your school’s SUMMER BRIDGE PROGRAM(S) offered during summer 2024.

If your school offered multiple programs during summer 2024, we will ask about those programs separately later in the survey.

SP_bp1. To the best of your knowledge, what percentage of your student body participated in your school’s summer bridge program(s) during summer 2024?

__________%

  • Don’t know

SP_bp2. During a typical week, approximately how many days per week did your school offer summer bridge program(s) during summer 2024?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • More than 5 days per week

  • Don’t know

SP_bp3. During a typical day, how many hours per day did your school’s summer bridge program(s) run?

________ hours

  • Don’t know

SP_bp4. Approximately how many weeks did your school offer summer bridge program(s) during summer 2024?

________ weeks

  • Don’t know

SP_bp5a. Which of the following best describes your school’s ability to provide summer bridge program(s) to those who wanted to participate?

  • We were able to provide our summer bridge program(s) to ALL students who wanted to participate

  • We were able to provide our summer bridge program(s) to MOST students who wanted to participate

  • We were able to provide our summer bridge program(s) to SOME students who wanted to participate

  • We were able to provide our summer bridge program(s) to ONLY A FEW students who wanted to participate

  • Don’t know

SP_bp5b. Which of the following factors, if any, limited your school’s ability to provide summer bridge program(s) to all students who wanted to participate? Select all that apply.

  • Could not find staff to support summer bridge programs

  • Lack of funding to hire staff to support summer bridge programs

  • Space limitations (i.e., did not have the physical space to support summer bridge programs for all students who wanted to participate)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer bridge programs)

  • Lack of materials to support summer bridge programs

  • Other, please specify: ____________

  • We did not experience any barriers to implementing summer bridge programs

  • Don’t know

SP_bp6. Did you partner, or have a contract, with any of the following types of organizations or groups to run your school’s summer bridge program(s)? Select all that apply.

  • Other local K-12 schools

  • Local colleges or universities

  • Local libraries

  • Academically focused groups (e.g., local museums, tutoring programs)

  • Community businesses

  • Community non-profit organizations

  • Community health organizations

  • City departments or agencies (e.g., parks department, mayor’s office, youth agencies)

  • Other, please specify: ________________

  • We did not partner or contract with any other organizations

  • Don’t know

SP_bp7. Which of the following personnel worked in your school’s summer bridge program(s) during summer 2024? Select all that apply.

  • Teachers who are full-time during the school year from your school

  • Teachers who are part-time during the school year from your school

  • Administrative staff from your school

  • Tutors from your school

  • Intervention specialists from your school

  • Dedicated staff whose only job at your school is to work in your school’s summer bridge program

  • Staff from an outside organization you partner or contract with {Display if SP_bp6 ≠ “We did not partner…” or “Don’t know”}

  • Volunteers (e.g., parents, other community members)

  • Other, please specify: ______________

  • Don’t know

SP_bp8_ii. What sources of funding were used to support your school’s summer bridge program(s) during summer 2024? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above


SP_bp10. Did families have to pay a fee for their child(ren) to participate in your school’s summer bridge program(s)?

Please only consider money paid directly for participation; do NOT include associated costs with participating in this program, such as program add-ons, transportation costs, or purchasing materials necessary for participation.

  • Yes

  • No

  • Don’t know



The following questions ask about your school’s SERVICE-LEARNING PROGRAM(S) offered during summer 2024.

If your school offered multiple programs during summer 2024, we will ask about those programs separately later in the survey.

SP_sl1. To the best of your knowledge, what percentage of your student body participated in your school’s service-learning program(s) during summer 2024?

__________%

  • Don’t know

SP_sl2a. Which of the following best describes your school’s ability to provide summer service-learning program(s) to those who wanted to participate?

  • We were able to provide our summer service-learning program(s) to ALL students who wanted to participate

  • We were able to provide our summer service-learning program(s) to MOST students who wanted to participate

  • We were able to provide our summer service-learning program(s) to SOME students who wanted to participate

  • We were able to provide our summer service-learning program(s) to ONLY A FEW students who wanted to participate

  • Don’t know

SP_sl2b. Which of the following factors, if any, limited your school’s ability to provide summer service learning program(s) to all students who wanted to participate? Select all that apply.

  • Could not find staff to support summer service-learning programs

  • Lack of funding to hire staff to support summer service-learning programs

  • Space limitations (i.e., did not have the physical space to support summer service-learning programs for all students who wanted to participate)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer service-learning programs)

  • Lack of materials to support summer service-learning programs

  • Lack of external collaborators or partnerships to support summer service-learning programs

  • Other, please specify: ____________

  • We did not experience any barriers to implementing summer service-learning programs

  • Don’t know

SP_sl3. Did you partner, or have a contract, with any of the following types of organizations or groups to run your school’s summer service-learning program(s)? Select all that apply.

  • Other local K-12 schools

  • Local colleges or universities

  • Local libraries

  • Academically focused groups (e.g., local museums, tutoring programs)

  • Community businesses

  • Community non-profit organizations

  • Community health organizations

  • City departments or agencies (e.g., parks department, mayor’s office, youth agencies)

  • Other, please specify: ________________

  • We did not partner or contract with any other organizations

  • Don’t know

SP_sl4. Did families have to pay a fee for their child(ren) to participate in your school’s summer service-learning program(s)?

Please only consider money paid directly for participation; do NOT include associated costs with participating in this program, such as program add-ons, transportation costs, or purchasing materials necessary for participation.

  • Yes

  • No

  • Don’t know

The following questions ask about your school’s WORK-BASED LEARNING PROGRAM(S) offered during summer 2024.

If your school offered multiple programs during summer 2024, we will ask about those programs separately later in the survey.

SP_wb1. To the best of your knowledge, what percentage of your student body participated in your school’s work-based learning program(s) during summer 2024?

__________%

  • Don’t know

SP_wb2a. Which of the following best describes your school’s ability to provide summer work-based learning program(s) to those who wanted to participate?

  • We were able to provide our summer work-based learning program(s) to ALL students who wanted to participate

  • We were able to provide our summer work-based learning program(s) to MOST students who wanted to participate

  • We were able to provide our summer work-based learning program(s) to SOME students who wanted to participate

  • We were able to provide our summer work-based learning program(s) to ONLY A FEW students who wanted to participate

  • Don’t know

SP_wb2b. Which of the following factors, if any, limited your school’s ability to provide summer work-based learning program(s) to all students who wanted to participate? Select all that apply.

  • Could not find staff to support summer work-based learning programs

  • Lack of funding to hire staff to support summer work-based learning programs

  • Space limitations (i.e., did not have the physical space to support summer work-based learning programs for all students who wanted to participate)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer work-based learning programs)

  • Lack of materials to support summer work-based learning programs

  • Lack of external collaborators or partnerships to support summer work-based learning programs

  • Other, please specify: ____________

  • We did not experience any barriers to implementing summer work-based learning programs

  • Don’t know

SP_wb3. Did you partner, or have a contract, with any of the following types of organizations or groups to run your school’s summer work-based learning program(s)? Select all that apply.

  • Other local K-12 schools

  • Local colleges or universities

  • Local libraries

  • Academically focused groups (e.g., local museums, tutoring programs)

  • Community businesses

  • Community non-profit organizations

  • Community health organizations

  • City departments or agencies (e.g., parks department, mayor’s office, youth agencies)

  • Other, please specify: ________________

  • We did not partner or contract with any other organizations

  • Don’t know

SP_wb4. Did families have to pay a fee for their child(ren) to participate in your school’s summer work-based learning program(s)?

Please only consider money paid directly for participation; do NOT include associated costs with participating in this program, such as program add-ons, transportation costs, or purchasing materials necessary for participation.

  • Yes

  • No

  • Don’t know



The following questions ask about your school’s SUMMER INTERNSHIP PROGRAM(S) offered during summer 2024.

SP_int1. To the best of your knowledge, what percentage of your student body participated in your school’s summer internship program(s) during summer 2024?

__________%

  • Don’t know

SP_int2a. Which of the following best describes your school’s ability to provide summer internship program(s) to those who wanted to participate?

  • We were able to provide our summer internship program(s) to ALL students who wanted to participate

  • We were able to provide our summer internship program(s) to MOST students who wanted to participate

  • We were able to provide our summer internship program(s) to SOME students who wanted to participate

  • We were able to provide our summer internship program(s) to ONLY A FEW students who wanted to participate

  • Don’t know



SP_int2b. Which of the following factors, if any, limited your school’s ability to provide summer internship program(s) to all students who wanted to participate? Select all that apply.

  • Could not find staff to support summer internship programs

  • Lack of funding to hire staff to support summer internship programs

  • Space limitations (i.e., did not have the physical space to support summer internship programs for all students who wanted to participate)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer internship programs)

  • Lack of materials to support summer internship programs

  • Lack of external collaborators or partnerships to support summer internship programs

  • Other, please specify: ____________

  • We did not experience any barriers to implementing summer internship programs

  • Don’t know

SP_int3. Did you partner, or have a contract, with any of the following types of organizations or groups to run your school’s summer internship program(s)? Select all that apply.

  • Other local K-12 schools

  • Local colleges or universities

  • Local libraries

  • Academically focused groups (e.g., local museums, tutoring programs)

  • Community businesses

  • Community non-profit organizations

  • Community health organizations

  • City departments or agencies (e.g., parks department, mayor’s office, youth agencies)

  • Other, please specify: ________________

  • We did not partner or contract with any other organizations

  • Don’t know

SP_int4. Did families have to pay a fee for their child(ren) to participate in your school’s summer internship program(s)?

Please only consider money paid directly for participation; do NOT include associated costs with participating in this program, such as program add-ons, transportation costs, or purchasing materials necessary for participation.

  • Yes

  • No

  • Don’t know



SP_no. Which of the following are reasons why your school did not operate ANY summer programming during summer 2024? Select all that apply. {Display if SP_gate = “We did not offer…”}L

  • Students from our school attended summer programs at other schools within our district

  • Implementing summer programming was not a priority for our school

  • There were not enough students at my school who would have participated in summer programming

  • Could not find staff to support summer programming

  • Lack of, or reductions in, funding to support summer programming

  • Space limitations (i.e., did not have the physical space to support summer programming)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer programming)

  • Lack of materials to support summer programming

  • Other, please specify _________



SP_ssno. Which of the following are reasons why your school did not run a summer school program during summer 2024? Select all that apply. {Display if SP_gate ≠ Summer school AND “We did not offer…”}

  • Students from our school attended summer school at another school within our district

  • Implementing summer school was not a priority for our school

  • There were not enough students at my school who required summer school

  • Could not find staff to support summer school

  • Lack of, or reductions in, funding to support summer school

  • Space limitations (i.e., did not have the physical space to support summer school)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer school)

  • Lack of educational materials to support summer school

  • Other, please specify: __________________

SP_leno. Which of the following are reasons why your school did not run summer learning and enrichment program(s) during summer 2024? Select all that apply. {Display if SP_gate ≠ learning and enrichment AND “We did not offer…”}

  • Students from our school attended summer learning and enrichment programs at another school within our district

  • Implementing summer learning and enrichment programs was not a priority for our school

  • There were not enough students at my school who would have participated in summer learning and enrichment programs

  • Could not find staff to support summer learning and enrichment programs

  • Lack of, or reductions in, funding to support summer learning and enrichment programs

  • Space limitations (i.e., did not have the physical space to support summer learning and enrichment programs)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer learning and enrichment programs)

  • Lack of educational materials to support summer learning and enrichment programs

  • Other, please specify: __________________

SP_rno. Which of the following are reasons why your school did not run summer recreation program(s) during summer 2024? Select all that apply. {Display if SP_gate ≠ recreation AND “We did not offer…”}

  • Students from our school attended summer recreation programs at another school within our district

  • Implementing summer recreation programs was not a priority for our school

  • There were not enough students at my school who would have participated in summer recreation programs

  • Could not find staff to support summer recreation programs

  • Lack of, or reductions in, funding to support summer recreation programs

  • Space limitations (i.e., did not have the physical space to support summer recreation programs)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer recreation programs)

  • Lack of materials to support summer recreation programs

  • Other, please specify: __________________

SP_bpno. Which of the following are reasons why your school did not run summer bridge program(s) during summer 2024? Select all that apply. {Display if SP_gate ≠ bridge AND “We did not offer…”}

  • Students from our school attended summer bridge programs at another school within our district

  • Implementing summer bridge programs was not a priority for our school

  • There were not enough students at my school who would have participated in summer bridge programs

  • Could not find staff to support summer bridge programs

  • Lack of, or reductions in, funding to support summer bridge programs

  • Space limitations (i.e., did not have the physical space to support summer bridge programs)

  • Transportation limitations (i.e., did not have a way for all students to get to and from summer bridge programs)

  • Lack of materials to support summer bridge programs

  • Other, please specify: __________________

SP_more. We’d like to learn more about your school’s experiences operating summer programs during the summer 2024. In the space below please share any other information you would like us to know on this topic.

This item is optional.

Shape7



After-School Programs

ASP_gate. Which of the following after-school programs is your school offering during this school year? Select all that apply.

  • Academic assistance program: After-school programs or services whose primary purpose is to provide instruction to students who need academic assistance {Display ASP_aa items if selected}

  • Academic enrichment program: After-school programs or services whose primary purpose is to provide instruction to students who seek academic enrichment {Display ASP_ae items if selected}

  • Extended-day care {Display ASP_dc items if selected}

  • School-related activities and clubs (e.g., athletics, student government, yearbook club, etc). {Display ASP_ac items if selected}

  • Other, please specify: _____________

  • We are not offering any after-school programming during this school year.

ASP_acad. To the best of your knowledge, what percentage of your student body will participate in academically focused after-school program(s) offered by your school during the 2024-25 school year? {Display if ASP_gate = assistance program OR enrichment program OR other}

Academically focused after-school programs include assistance programs, enrichment programs, or other after-school programs. If a student participated in more than one of these programs, only count them once.

________ %

  • Don’t know

The following questions ask about your school’s AFTER-SCHOOL ACADEMIC ASSISTANCE program.

If your school offers multiple types of after-school programs, we will ask about those programs separately later in the survey.

ASP_aa1. To the best of your knowledge, what percentage of your student body will participate in your school’s academic assistance program during the 2024-25 school year?

__________%

  • Don’t know

ASP_aa2. During a typical school week, how many days is the academic assistance program offered?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • Don’t know

ASP_aa3. On a typical school day, how long do students spend in the academic assistance program?

  • Up to 1 hour

  • 1 – 2 hours

  • 2 – 3 hours

  • More than 3 hours

  • Don’t know

ASP_aa4a. Which of the following best describes your school’s ability to provide its after-school academic assistance program to those who want to participate?

  • We are able to provide our academic assistance program to ALL students who want to participate

  • We are able to provide our academic assistance program to MOST students who want to participate

  • We are able to provide our academic assistance program to SOME students who want to participate

  • We are able to provide our academic assistance program to ONLY A FEW students who want to participate

  • Don’t know

ASP_aa4b. Which of the following factors, if any, limits your school’s ability to provide its after-school academic assistance program to all students who want to participate? Select all that apply.

  • Cannot find staff to support academic assistance programs

  • Lack of funding to hire staff to support academic assistance programs

  • Space limitations (i.e., do not have the physical space to support academic assistance programs for all students who want it)

  • Transportation limitations (i.e., do not have a way for all students to get to and from academic assistance programs)

  • Lack of educational materials to support academic assistance programs

  • Other, please specify: ____________

  • We have not experienced any barriers to implementing academic assistance programs

  • Don’t know

ASP_aa5. Do you partner, or have a contract, with any of the following types of organizations or groups to run your school’s after-school academic assistance program? Select all that apply.

  • Other local K-12 schools

  • Local colleges or universities

  • Local libraries

  • Academically focused groups (e.g., local museums, tutoring programs)

  • Community businesses

  • Community non-profit organizations

  • Community health organizations

  • City departments or agencies (e.g., parks department, mayor’s office, youth agencies)

  • Other, please specify: ________________

  • We do not partner or contract with any other organizations

  • Don’t know

ASP_aa6. Which of the following personnel work in your school’s after-school academic assistance program? Select all that apply.

  • Full-time teachers from your school

  • Part-time teachers from your school

  • Administrative staff from your school

  • Tutors from your school

  • Intervention specialists from your school

  • Dedicated staff whose only job is to work in your school’s after-school academic assistance program

  • Staff from an outside organization you partner or contract with {Display if ASP_aa5 ≠ “We do not partner…” or “Don’t Know”}

  • Volunteers (e.g., parents, other community members)

  • Other, please specify: ______________

  • Don’t know

ASP_aa7_ii. What sources of funding have been used to support your school’s after-school academic assistance program during this school year? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above

ASP_aa9. Do families have to pay a fee for their child(ren) to participate in your school’s after-school academic assistance program(s)?

Please only consider money paid directly for participation; do NOT include associated costs with participating in this program, such as program add-ons, transportation costs, or purchasing materials necessary for participation.

  • Yes

  • No

  • Don’t know


The following questions ask about your school’s AFTER-SCHOOL ACADEMIC ENRICHMENT program.

If your school offers multiple types of after-school programs, we will ask about those programs separately later in the survey.

ASP_ae1. To the best of your knowledge, what percentage of your student body will participate in your school’s academic enrichment program during the 2024-25 school year?

__________%

  • Don’t know



ASP_ae2. During a typical school week, how many days is the academic enrichment program offered?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • Don’t know

ASP_ae3. On a typical school day, how long do students spend in the academic enrichment program?

  • Up to 1 hour

  • 1 – 2 hours

  • 2 – 3 hours

  • More than 3 hours

  • Don’t know

ASP_ae4a. Which of the following best describes your school’s ability to provide its after-school academic enrichment program to those who want to participate?

  • We are able to provide our academic enrichment program to ALL students who want to participate

  • We are able to provide our academic enrichment program to MOST students who want to participate

  • We are able to provide our academic enrichment program to SOME students who want to participate

  • We are able to provide our academic enrichment program to ONLY A FEW students who want to participate

  • Don’t know

ASP_ae4b. Which of the following factors, if any, limit your school’s ability to provide its after-school academic enrichment program to all students who want to participate? Select all that apply.

  • Cannot find staff to support academic enrichment programs

  • Lack of funding to hire staff to support academic enrichment programs

  • Space limitations (i.e., do not have the physical space to support academic enrichment programs for all students who want it)

  • Transportation limitations (i.e., do not have a way for all students to get to and from academic enrichment programs)

  • Lack of educational materials to support academic enrichment programs

  • Other, please specify: ____________

  • We have not experienced any barriers to implementing academic enrichment programs

  • Don’t know

ASP_ae5. Do you partner, or have a contract, with any of the following types of organizations or groups to run your school’s after-school academic enrichment program? Select all that apply.

  • Other local K-12 schools

  • Local colleges or universities

  • Local libraries

  • Academically focused groups (e.g., local museums, tutoring programs)

  • Community businesses

  • Community non-profit organizations

  • Community health organizations

  • City departments or agencies (e.g., parks department, mayor’s office, youth agencies)

  • Other, please specify: ________________

  • We do not partner or contract with any other organizations

  • Don’t know

ASP_ae6. Which of the following personnel work in your school’s after-school academic enrichment program? Select all that apply.

  • Full-time teachers from your school

  • Part-time teachers from your school

  • Administrative staff from your school

  • Tutors from your school

  • Intervention specialists from your school

  • Dedicated staff whose only job is to work in your school’s after-school academic enrichment program

  • Staff from an outside organization you partner or contract with {Display if ASP_ae5 ≠ “We do not partner…” or “Don’t know”}

  • Volunteers (e.g., parents, other community members)

  • Other, please specify: ______________

  • Don’t know

ASP_ae7_ii. What sources of funding have been used to support your school’s after-school academic enrichment program during this school year? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above

ASP_ae9. Do families have to pay a fee for their child(ren) to participate in your school’s after-school academic enrichment program(s)?

Please only consider money paid directly for participation; do NOT include associated costs with participating in this program, such as program add-ons, transportation costs, or purchasing materials necessary for participation.

  • Yes

  • No

  • Don’t know


The following questions ask about your school’s AFTER-SCHOOL EXTENDED-DAY CARE.

If your school offers multiple types of after-school programs, we will ask about those programs separately later in the survey.

ASP_dc1. To the best of your knowledge, what percentage of your student body will participate in your school’s extended-day care during the 2024-25 school year?

__________%

  • Don’t know

ASP_dc2. During a typical school week, how many days is extended-day care offered?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • Don’t know

ASP_dc3. On a typical school day, how long do students spend in extended-day care?

  • Up to 1 hour

  • 1 – 2 hours

  • 2 – 3 hours

  • More than 3 hours

  • Don’t know

ASP_dc4a. Which of the following best describes your school’s ability to provide after-school extended-day care to those who want to participate?

  • We are able to provide our extended-day care to ALL students who want to participate

  • We are able to provide our extended-day care to MOST students who want to participate

  • We are able to provide our extended-day care to SOME students who want to participate

  • We are able to provide our extended-day care to ONLY A FEW students who want to participate

  • Don’t know

ASP_dc4b. Which of the following factors, if any, limit your school’s ability to provide its after-school extended-day care to all students who want to participate? Select all that apply.

  • Cannot find staff to support extended-day care

  • Lack of funding to hire staff to support extended-day care

  • Space limitations (i.e., do not have the physical space to support extended-day care for all students who want it)

  • Transportation limitations (i.e., do not have a way for all students to get to and from extended-day care)

  • Lack of materials to support extended-day care

  • Other, please specify: ____________

  • We have not experienced any barriers to implementing extended-day care

  • Don’t know

ASP_dc5. Do you partner, or have a contract, with any of the following types of organizations or groups to run your school’s after-school extended-day care? Select all that apply.

  • Other local K-12 schools

  • Local colleges or universities

  • Local libraries

  • Academically focused groups (e.g., local museums, tutoring programs)

  • Community businesses

  • Community non-profit organizations

  • Community health organizations

  • City departments or agencies (e.g., parks department, mayor’s office, youth agencies)

  • Other, please specify: ________________

  • We do not partner or contract with any other organizations

  • Don’t know

ASP_dc6. Which of the following personnel work in your school’s after-school extended-day care? Select all that apply.

  • Full-time teachers from your school

  • Part-time teachers from your school

  • Administrative staff from your school

  • Tutors from your school

  • Intervention specialists from your school

  • Dedicated staff whose only job is to work in your school’s after-school extended-day care program

  • Staff from an outside organization you partner or contract with {Display if ASP_dc5 ≠ “We do not partner…” or “Don’t Know”}

  • Volunteers (e.g., parents, other community members)

  • Other, please specify: ______________

  • Don’t know

ASP_dc7_ii. What sources of funding have been used to support your school’s after-school extended-day care during this school year? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above

ASP_dc9. Do families have to pay a fee for their child(ren) to participate in your school’s after-school extended-day care?

Please only consider money paid directly for participation; do NOT include associated costs with participating in this program, such as program add-ons, transportation costs, or purchasing materials necessary for participation.

  • Yes

  • No

  • Don’t know


The following questions ask about your school’s AFTER-SCHOOL ACTIVITIES AND CLUBS.

ASP_ac1. Which of the following activities and clubs are offered at your school? Select all that apply.

  • Academic clubs (e.g., Debate Team, Honor Society, Spanish Club, Math Club, Computer Club)

  • Athletic teams or clubs (e.g., basketball or soccer team; martial arts or yoga club)

  • Class council or student government

  • Performing arts (e.g., Band, Choir, Orchestra, Drama)

  • Spirit groups (e.g., Cheerleading, Dance Team, Pep Club)

  • Volunteer or community service clubs sponsored by the school (e.g., Peer Mediators, Environmental Club, Key Club, Interact, Recycling Club)

  • Inclusion clubs (e.g., Gay-Straight Alliance, Best Buddies, Cultural Awareness Club)

  • Other school clubs or activities, please specify: _________________

ASP_ac2. To the best of your knowledge, what percentage of your student body will participate in ANY of your school’s activities and clubs during the 2024-25 school year?

__________%

  • Don’t know

ASP_ac3a. Which of the following best describes your school’s ability to provide after-school activities and clubs to those who want to participate?

  • We are able to provide our activities and clubs to ALL students who want to participate

  • We are able to provide our activities and clubs to MOST students who want to participate

  • We are able to provide our activities and clubs to SOME students who want to participate

  • We are able to provide our activities and clubs to ONLY A FEW students who want to participate

  • Don’t know

ASP_ac3b. Which of the following factors, if any, limit your school’s ability to provide its after-school activities and clubs to all students who want to participate? Select all that apply.

  • Cannot find staff to support activities and clubs

  • Lack of funding to hire staff to support activities and clubs

  • Space limitations (i.e., do not have the physical space to support activities and clubs for all students who want it)

  • Transportation limitations (i.e., do not have a way for all students to get to and from activities and clubs)

  • Lack of materials to support activities and clubs

  • Other, please specify: ____________

  • We have not experienced any barriers to implementing activities and clubs

  • Don’t know



ASP_no. Which of the following are reasons why your school is not running ANY after-school programming for the 2024-25 school year? Select all that apply. {Display if ASP_gate = “We are not offering”}

  • Implementing after-school programming is not a priority for our school

  • Lack of participation (e.g., not enough student interest, not enough interest from parents)

  • Cannot find staff to support after-school programming

  • Lack of, or reductions in, funding to support after-school programming

  • Space limitations (i.e., do not have the physical space to support after-school programming)

  • Transportation limitations (i.e., do not have a way for all students to get home after after-school programming)

  • Lack of materials to support after-school programming

  • Other, please specify: __________



ASP_aano. Which of the following are reasons why your school is not running an after-school academic assistance program for the 2024-25 school year? Select all that apply. {Display if ASP_gate ≠ academic assistance AND “We are not offering”}

  • Implementing after-school academic assistance programs is not a priority for our school

  • Lack of participation (e.g., not enough student interest, not enough interest from parents)

  • Cannot find staff to support an after-school academic assistance program

  • Lack of, or reductions in, funding to support an after-school academic assistance program

  • Space limitations (i.e., do not have the physical space to support an after-school academic assistance program)

  • Transportation limitations (i.e., do not have a way for all students to get home after an after-school academic assistance program)

  • Lack of materials to support an after-school academic assistance program

  • Other, please specify: __________________

ASP_aeno. Which of the following are reasons why your school is not running an after-school academic enrichment program for the 2024-25 school year? Select all that apply. {Display if ASP_gate ≠ academic enrichment AND “We are not offering”}

  • Implementing after-school academic enrichment programs is not a priority for our school

  • Lack of participation (e.g., not enough student interest, not enough interest from parents)

  • Cannot find staff to support an after-school academic enrichment program

  • Lack of, or reductions in, funding to support an after-school academic enrichment program

  • Space limitations (i.e., do not have the physical space to support an after-school academic enrichment program)

  • Transportation limitations (i.e., do not have a way for all students to get home after an after-school academic enrichment program)

  • Lack of materials to support an after-school academic enrichment program

  • Other, please specify: __________________

ASP_dcno. Which of the following are reasons why your school is not running an extended-day care program for the 2024-25 school year? Select all that apply. {Display if ASP_gate ≠ extended-day care AND “We are not offering”}

  • This program is not applicable to my students

  • Students from our school attend extended-day care at another school within our district

  • Implementing extended-day care is not a priority for our school

  • Lack of participation (e.g., not enough interest from parents)

  • Cannot find staff to support extended-day care

  • Lack of, or reductions in, funding to support extended-day care

  • Space limitations (i.e., do not have the physical space to support extended-day care)

  • Transportation limitations (i.e., do not have a way for all students to get home after extended-day care)

  • Lack of materials to support extended-day care

  • Other, please specify: __________________

ASP_acno. Which of the following are reasons why your school is not running any after-school activities and clubs for the 2024-25 school year? Select all that apply. {Display if ASP_gate ≠ activities and clubs AND “We are not offering”}

  • Implementing after-school activities and clubs is not a priority for our school

  • Lack of participation (e.g., not enough student interest, not enough interest from parents)

  • Cannot find staff to support after-school activities and clubs

  • Lack of, or reductions in, funding to support after-school activities and clubs

  • Space limitations (i.e., do not have the physical space to support after-school activities and clubs)

  • Transportation limitations (i.e., do not have a way for all students to get home after after-school activities and clubs)

  • Lack of materials to support after-school activities and clubs

  • Other, please specify: __________________

ASP_more. We’d like to learn more about your school’s experiences operating after-school programs during the 2024-25 school year. In the space below please share any other information you would like us to know on this topic.

This item is optional.

Shape8

Civics Education

Civics1. Are ANY teachers in the following grades incorporating the upcoming national election cycle into their lessons?

 {Display rows based on responses to Grades}

Yes

No

Kindergarten

 

 

1st

 

 

2nd

 

 

3rd

 

 

4th

 

 

5th

 

 

6th

 

 

7th

 

 

8th

 

 

9th

 

 

10th

 

 

11th

 

 

12th

 

 

Civics2. Is your school doing any of the following special programming around the upcoming national election cycle?

Yes

No

Voter registration opportunities for your students {Display if Grades = 11th or 12th}



Mock debates



Mock voting



Assemblies/guest speakers



Other special programming





Civics2other. Please identify the other types of special programming around the upcoming national election cycle at your school. {Display if Civics2 = Other}

Shape9

Civics_more. We’d like to learn more about your school’s experiences with civics education and programming around the national election cycle during the 2024-25 school year. In the space below please share any other information you would like us to know on this topic.

This item is optional.

Shape10










School Pulse Panel October 2024 Survey



Staffing (Current Vacancies, Challenges, and Understaffed)

StaffVac1. Please enter the following information on staffing at your school.

Please enter the number of teachers and vacancies. Count each part-time position or vacancy as 1. For example, if you have 3 full-time math teachers and 2 part-time math teachers, count this as 5 in the “Total number of positions at my school” column.

Please enter only numbers in the first two columns. For “total number of positions”, include positions that are filled and that are currently vacant. For “number of vacancies”, enter ‘0’ if your school offers the position and is fully staffed.


Total number of positions at my school (filled + vacant)

Number of vacancies

This position is not offered at my school

General Elementary



Special Education



English or language arts



Social Studies



Computer science



Mathematics



Biology or life sciences



Physical sciences (e.g., chemistry, physics)



English as a Second Language (ESL) or bilingual education



Foreign languages



Music or arts



Career or technical education



Physical education or health






Other teaching position not listed





StaffVac1_open. Please identify the other teaching positions. {Display if StaffVac1 = Other…}

Shape11



StaffVac2. Please enter the following information on staffing at your school.

Please enter the number of staff members and vacancies. Count each part-time position or vacancy as 1. For example, if you have 3 full-time tutor teachers and 2 part-time tutors, count this as 5 in the “Total number of positions at my school” column.

Please enter only numbers in the first two columns. For “total number of positions”, include positions that are filled and that are currently vacant. For “number of vacancies”, enter ‘0’ if your school offers the position and is fully staffed.


Total number of positions at my school (filled + vacant)

Number of vacancies

This position is not offered at my school

Don’t know

Mental health professional (e.g., psychologist, social worker)



Medical professional (e.g., nurse, nurse’s aide)



Administrative staff



Technology specialist



Transportation staff



Custodial staff



Nutrition staff (e.g., food preparation, cafeteria workers)



Academic Counselor



Academic Interventionist



Tutor



Instructional Coaches



Classroom aide



Other staff position not listed



StaffVac2_open. Please identify the other staff positions. {Display if StaffVac2 = Other…}

Shape12





The following two items, StaffVac5 and StaffVac5_ii, will be fielded as part of a split-panel experiment to test potential ordering effects of the placement of the “we do not have any teacher or staff vacancies” response option.

StaffVac5. During the 2024-25 school year, how have teacher and staff vacancies impacted your school? Select all that apply. {Display if TREATMENT = 1}

  • Forced change in learning modes (e.g., switching from in-person to hybrid learning)

  • Disruptions in student transportation

  • Disruptions in administration of school meals

  • Disruptions in administration of medical care or response

  • Offering fewer extra-curricular opportunities (e.g., athletics, clubs)

  • Offering fewer student services (e.g., counseling, guidance)

  • Increased class sizes

  • Sharing of teachers and/or staff with other schools

  • Increased need to use teachers outside of their intended duties (i.e., needing teachers to cover duties they were not hired to do)

  • Increased need to use non-teaching staff outside of their intended duties (i.e., needing staff to cover duties they were not hired to do)

  • None of the above

  • We do not have any teacher or staff vacancies


StaffVac5_ii. During the 2024-25 school year, how have teacher and staff vacancies impacted your school? Select all that apply. {Display if TREATMENT = 2}

  • We do not have any teacher or staff vacancies

  • Forced change in learning modes (e.g., switching from in-person to hybrid learning)

  • Disruptions in student transportation

  • Disruptions in administration of school meals

  • Disruptions in administration of medical care or response

  • Offering fewer extra-curricular opportunities (e.g., athletics, clubs)

  • Offering fewer student services (e.g., counseling, guidance)

  • Increased class sizes

  • Sharing of teachers and/or staff with other schools

  • Increased need to use teachers outside of their intended duties (i.e., needing teachers to cover duties they were not hired to do)

  • Increased need to use non-teaching staff outside of their intended duties (i.e., needing staff to cover duties they were not hired to do)

  • None of the above



HP5. As of today, do you feel your school is understaffed?

  • Yes

  • No

HP6. In which of the following areas do you feel that your school is understaffed? {Display if HP5 = Yes}

Yes, we are understaffed in this area

No, we are not understaffed in this area

Not applicable – our school does not offer this position

General Elementary




Special Education




English or language arts




Social Studies




Computer science




Mathematics




Biology or life sciences




Physical sciences (e.g., chemistry, physics)




English as a Second Language (ESL) or bilingual education




Foreign languages




Music or arts




Career or technical education




Physical education or health




Mental health professional (e.g., psychologist, social worker)




Medical professional (e.g., nurse, nurse’s aide)




Administrative staff




Technology specialist




Transportation




Custodial




Nutrition (e.g., food preparation, cafeteria workers)




Academic Counselor




Academic Interventionist




Tutor




Instructional Coach




Classroom aide




Other, please specify: ____________




StaffVac6. Compared to last school year (2023-24), how has the number of teaching positions at your school changed?

  • We have added new teaching position(s)

  • We have lost teaching position(s)

  • The number of teaching positions at our school is the same

  • Not applicable – we are a new school

StaffVac6a. Compared with the 2023-24 school year, how many teaching positions has your school added for the 2024-25 school year? {Display if StaffVac6 = “We have added…”}

______ teaching positions

StaffVac6b. Why has your school added new teaching positions for this school year? Select all that apply. {Display if StaffVac6 = “We have added,,,”}

  • Enrollment has increased

  • We were able to fund new positions

  • Our school/district went through a reorganization/restructuring of staff

  • We added new classes/courses

  • We were previously understaffed

  • We changed our priorities

  • Other, please specify: ______________

StaffVac6c. How many teaching positions has your school lost for this school year? {Display if StaffVac6 = “We have lost…”}

_____ teaching positions

StaffVac6d. Why has your school lost teaching positions for this school year? Select all that apply. {Display if StaffVac6 = “We have lost…”}

  • Enrollment has decreased

  • We lost funding/budget cuts

  • Our school/district went through a reorganization/restructuring of staff

  • We reduced the number of classes/courses we offer

  • We changed our priorities

  • Other, please specify: _____________

StaffVac_more. We’d like to learn more about your school’s experiences with staffing for the 2024-25 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.

Shape13

Tutoring

SR1a. To the best of your knowledge, what percentage of students began the 2024-25 school year behind grade level in at least one academic subject?

______ percent of students

  • Don’t know

SR1c. In which of the following academic subjects did students at your school begin the 2024-25 school year behind grade level? {Display if SR1a > 0}

No students were behind grade level in this subject

At least some students were behind grade level in this subject

Not Applicable – this subject is not offered at my school

Not Applicable – we do not have this type of data in this subject area

English or Language Arts





Mathematics





Sciences (e.g., general science, biology, chemistry, etc.)





Computer Science





Foreign Language





Social Studies







Tutoring_gate. During this school year, which of the following types of tutoring, if any, are students at your school provided? Select all that apply.

  • High-dosage tutoring (also known as evidence-based or high-quality tutoring): A method of tutoring in which the same student(s) receive(s) tutoring

    • three or more times per week,

    • for at least 30 minutes per session,

    • in sessions that are one-on-one or with small groups,

    • that is provided by educators or well-trained tutors who have received specific training in tutoring practices,

    • that aligns with evidence-based core curriculum or programs, AND

    • is NOT drop-in homework help {Display HDT items if selected}

  • Standard tutoring: A less intensive method of tutoring in which the same student(s) receive(s) tutoring

    • any number of times per week OR on an as-needed (drop-in) basis

    • in sessions with no minimum length of time,

    • in sessions that may be one-on-one or involve any number of other students, and

    • that is provided by educators who may or may not have received specific training in tutoring practices {Display SDT items if selected}

  • Self-paced tutoring: A method of tutoring in which a student works on their own, typically online, where they are provided guided instruction that allows them to move onto new material after displaying mastery of content. {Display SPT items if selected}

  • On-demand online tutoring: A method of tutoring in which a school partners with or contracts out services to an external online tutoring program or company that

    • offers 24/7 support

    • is led by qualified tutors (e.g., certified teachers, subject-matter experts), and

    • is available on-demand for students to access. {Display ODT items if selected}

  • Other method(s) of tutoring, please specify: _________________

  • No tutoring is provided to students by our school



The following items ask about high-dosage tutoring at your school during the 2024-25 school year.

If your school offers multiple types of tutoring programs, we will ask about those programs separately later in the survey.

HDT1. Who administers high-dosage tutoring at your school? Select all that apply.

  • Tutors whose primary or only role is to provide tutoring

  • Teachers who have received training or professional development in tutoring

  • Teacher’s/classroom aides who have received training or professional development in tutoring

  • Teachers who have NOT received training or professional development in tutoring

  • Teacher’s/classroom aides who have NOT received training or professional development in tutoring

  • Subject-area specialists (e.g., reading or math specialists)

  • Other, please specify: _________________

  • Don’t know

HDT2. As of today, what percentage of students at your school have received high-dosage tutoring during the 2024-25 school year?

_________% of students

  • Don’t know

HDT13a. Are any students required to participate in your school’s high-dosage tutoring program?

  • Yes

  • No

  • Don’t know

HDT13b. For which of the following reasons are students required to participate in your school’s high-dosage tutoring program? Select all that apply. {Display if HDT13a = Yes}

  • Results from diagnostic or other assessment results

  • Referral from teacher or staff

  • Request from parent or caregiver

  • Other, please specify: ________________

  • Don’t know

HDT3. To the best of your knowledge, how does the percentage of students who receive high-dosage tutoring compare to last school year (2023-24)?

  • More students are receiving high-dosage tutoring

  • Fewer students are receiving high-dosage tutoring

  • About the same percentage of students are receiving high-dosage tutoring

  • No students participated in high-dosage tutoring in the 2023-24 school year

  • Don’t know

HDT12. Does your school use its student information system (or equivalent) to track students’ participation in high-dosage tutoring?

  • Yes

  • No

  • Don’t know

HDT5. When do students at your school receive high-dosage tutoring? Select all that apply.

  • Before school

  • After school

  • During regular instruction periods through pull-out services

  • During regular instruction periods in the classroom

  • During “free periods” for students (e.g., portions of the day students do not have class, lunch/recess)

  • Outside of the regular school week (e.g., Saturdays or Sundays)

  • Other, please specify: ____________

  • Don’t know

HDT6. For students who receive high-dosage tutoring, approximately how many days per week do they receive this type of tutoring?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • More than 5 days per week

  • Don’t know

HDT7. For students who receive high-dosage tutoring, approximately how long does the typical tutoring session last?

  • Less than 30 minutes

  • 30 to 45 minutes

  • 46 minutes to 1 hour

  • More than 1 hour

  • Don’t know

HDT8. In which of the following subject areas do students in your school receive high-dosage tutoring?

  • Mathematics

  • English/Language Arts (including Reading)

  • Sciences (e.g., general science, biology, chemistry)

  • Computer Science

  • Social Studies/History

  • Foreign Language(s)

HDT9. To what extent do you agree with the following statement: “My school is able to effectively provide high-dosage tutoring to all students in need.”

  • Strongly disagree

  • Moderately disagree

  • Neither agree nor disagree

  • Moderately agree

  • Strongly agree

  • Don’t know

HDT10. Which of the following factors, if any, limit your school’s efforts to effectively provide high-dosage tutoring to all students in need? Select all that apply.

  • Cannot find staff to support high-dosage tutoring

  • Lack of funding to hire staff to support high-dosage tutoring

  • Time limitations (i.e., cannot find enough time to support high-dosage tutoring)

  • Space limitations (i.e., do not have the physical space to support high-dosage tutoring)

  • Lack of educational materials to support high-dosage tutoring

  • Other, please specify: ________________

  • We have not experienced any barriers to implementing high-dosage tutoring

  • Don’t know

HDT11_ii. Which of the following sources of funding have been used to support high-dosage tutoring during the 2024-25 school year? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above



The following items ask about standard tutoring at your school during the 2024-25 school year.

If your school offers multiple types of tutoring programs, we will ask about those programs separately later in the survey.

SDT1. Who administers standard tutoring at your school? Select all that apply.

  • Tutors whose primary or only role is to provide tutoring

  • Teachers who have received training or professional development in tutoring

  • Teacher’s/classroom aides who have received training or professional development in tutoring

  • Teachers who have NOT received training or professional development in tutoring

  • Teacher’s/classroom aides who have NOT received training or professional development in tutoring

  • Subject-area specialists (e.g., reading or math specialists)

  • Other, please specify: _________________

  • Don’t know

SDT2. As of today, what percentage of students at your school have received standard tutoring during the 2024-25 school year?

_________% of students

  • Don’t know



SDT13a. Are any students required to participate in your school’s standard tutoring program?

  • Yes

  • No

  • Don’t know

SDT13b. For which of the following reasons are students required to participate in your school’s standard tutoring program? Select all that apply. {Display if SDT13a = Yes}

  • Results from diagnostic or other assessment results

  • Referral from teacher or staff

  • Request from parent or caregiver

  • Other, please specify: ________________

  • Don’t know

SDT3. To the best of your knowledge, how does the percentage of students who receive standard tutoring compare to last school year (2023-24)?

  • More students are receiving standard tutoring

  • Fewer students are receiving standard tutoring

  • About the same percentage of students are receiving standard tutoring

  • No students participated in standard tutoring in the 2023-24 school year

  • Don’t know

SDT12. Does your school use its student information system (or equivalent) to track students’ participation in standard tutoring?

  • Yes

  • No

  • Don’t know

SDT5. When do students at your school receive standard tutoring? Select all that apply.

  • Before school

  • After school

  • During regular instruction periods, through pull-out services

  • During regular instruction periods, in the classroom

  • During “free periods” for students (e.g., portions of the day students do not have class, lunch/recess)

  • Outside of the regular school week (e.g., Saturdays or Sundays)

  • Other, please specify: ____________

  • Don’t know

SDT6. For students who receive standard tutoring, approximately how many days per week do they receive this type of tutoring?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • More than 5 days per week

  • Don’t know

SDT7. For students who receive standard tutoring, approximately how long does the typical tutoring session last?

  • Less than 30 minutes

  • 30 to 45 minutes

  • 46 minutes to 1 hour

  • More than 1 hour

  • Don’t know

SDT8. In which of the following subject areas do students in your school receive standard tutoring?

  • Mathematics

  • English/Language Arts (including Reading)

  • Sciences (e.g., general science, biology, chemistry)

  • Computer Science

  • Social Studies/History

  • Foreign Language(s)

SDT9. To what extent do you agree with the following statement: “My school is able to effectively provide standard tutoring to all students in need.”

  • Strongly disagree

  • Moderately disagree

  • Neither agree nor disagree

  • Moderately agree

  • Strongly agree

  • Don’t know

SDT10. Which of the following factors, if any, limit your school’s efforts to effectively provide standard tutoring to all students in need? Select all that apply.

  • Cannot find staff to support standard tutoring

  • Lack of funding to hire staff to support standard tutoring

  • Time limitations (i.e., cannot find enough time to support standard tutoring)

  • Space limitations (i.e., do not have the physical space to support standard tutoring)

  • Lack of educational materials to support standard tutoring

  • Other, please specify: ________________

  • We have not experienced any barriers to implementing standard tutoring

  • Don’t know

SDT11_ii. Which of the following sources of funding have been used to support standard tutoring during the 2024-25 school year? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above



The following items ask about self-paced tutoring at your school during the 2024-25 school year.

If your school offers multiple types of tutoring programs, we will ask about those programs separately later in the survey.

SPT2. As of today, what percentage of students at your school have received self-paced tutoring during the 2024-25 school year?

_________% of students

  • Don’t know

SPT13a. Are any students required to participate in your school’s self-paced tutoring program?

  • Yes

  • No

  • Don’t know

SPT13b. For which of the following reasons are students required to participate in your school’s self-paced tutoring program? Select all that apply. {Display if SPT13a = YES}

  • Results from diagnostic or other assessment results

  • Referral from teacher or staff

  • Request from parent or caregiver

  • Other, please specify: ________________

  • Don’t know

SPT3. To the best of your knowledge, how does the percentage of students who receive self-paced tutoring compare to last school year (2023-24)?

  • More students are receiving self-paced tutoring

  • Fewer students are receiving self-paced tutoring

  • About the same percentage of students are receiving self-paced tutoring

  • No students participated in self-paced tutoring in the 2023-24 school year

  • Don’t Know

SPT12. Does your school use its student information system (or equivalent) to track students’ participation in self-paced tutoring?

  • Yes

  • No

  • Don’t know

SPT5. When do students at your school receive self-paced tutoring? Select all that apply.

  • Before school

  • After school

  • During regular instruction periods, through pull-out services

  • During regular instruction periods, in the classroom

  • During “free periods” for students (e.g., portions of the day students do not have class, lunch/recess)

  • Outside of the regular school week (e.g., Saturdays or Sundays)

  • Other, please specify: ____________

  • Don’t know

SPT6. For students who receive self-paced tutoring, approximately how many days per week do they receive this type of tutoring?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • More than 5 days per week

  • Don’t Know

SPT7. For students who receive self-paced tutoring, approximately how long does the typical tutoring session last?

  • Less than 30 minutes

  • 30 to 45 minutes

  • 46 minutes to 1 hour

  • More than 1 hour

  • Don’t know

SPT8. In which of the following subject areas do students in your school receive self-paced tutoring?

  • Mathematics

  • English/Language Arts (including Reading)

  • Sciences (e.g., general science, biology, chemistry)

  • Computer Science

  • Social Studies/History

  • Foreign Language(s)

SPT9. To what extent do you agree with the following statement: “My school is able to effectively provide self-paced tutoring to all students in need.”

  • Strongly disagree

  • Moderately disagree

  • Neither agree nor disagree

  • Moderately agree

  • Strongly agree

  • Don’t know

SPT10. Which of the following factors, if any, limit your school’s efforts to effectively provide self-paced tutoring to all students in need? Select all that apply.

  • Cannot find materials or resources to support self-paced tutoring

  • Lack of funding to obtain materials or resources to support self-paced tutoring

  • Time limitations (i.e., cannot find enough time to support self-paced tutoring)

  • Technology limitations (i.e., do not have the technological capability to support self-paced tutoring)

  • Other, please specify: ________________

  • We have not experienced any barriers to implementing self-paced tutoring

  • Don’t know

SPT11_ii. Which of the following sources of funding have been used to support self-paced tutoring during the 2024-25 school year? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above

The following items ask about on-demand online tutoring at your school during the 2024-25 school year.

ODT2. As of today, what percentage of students at your school have accessed on-demand online tutoring during the 2024-25 school year?

_________% of students

  • Don’t know

ODT13a. Are any students required to participate in your school’s on-demand online tutoring program(s)?

  • Yes

  • No

  • Don’t Know

ODT13b. For which of the following reasons are students required to participate in on-demand online tutoring program(s)? Select all that apply. {Display if OD13a = Yes}

  • Results from diagnostic or other assessment results

  • Referral from teacher or staff

  • Request from parent or caregiver

  • Other, please specify: ________________

  • Don’t know

ODT3. To the best of your knowledge, how does the percentage of students who access on-demand online tutoring compare to last school year (2023-24)?

  • More students are receiving on-demand online tutoring

  • Fewer students are receiving on-demand online tutoring

  • About the same percentage of students are receiving on-demand online tutoring

  • No students accessed on-demand online tutoring in the 2023-24 school year

  • Don’t Know

ODT12. Does your school use its student information system (or equivalent) to track students’ participation in on-demand online tutoring?

  • Yes

  • No

  • Don’t Know



ODT5. When do students at your school access on-demand online tutoring? Select all that apply.

  • Before school

  • After school

  • During regular instruction periods, through pull-out services

  • During regular instruction periods, in the classroom

  • During “free periods” for students (e.g., portions of the day students do not have class, lunch/recess)

  • Outside of the regular school week (e.g., Saturdays or Sundays)

  • Other, please specify: ____________

  • Don’t know

ODT6. For students who access on-demand online tutoring, approximately how many days per week do they access this type of tutoring?

  • 1 day per week

  • 2 days per week

  • 3 days per week

  • 4 days per week

  • 5 days per week

  • More than 5 days per week

  • Don’t know

ODT7. For students who access on-demand online tutoring, approximately how long does the typical tutoring session last?

  • Less than 30 minutes

  • 30 to 45 minutes

  • 46 minutes to 1 hour

  • More than 1 hour

  • Don’t know

ODT8. In which of the following subject areas do students in your school utilize on-demand online tutoring?

  • Mathematics

  • English/Language Arts (including Reading)

  • Sciences (e.g., general science, biology, chemistry)

  • Computer Science

  • Social Studies/History

  • Foreign Language(s)

ODT9. To what extent do you agree with the following statement: “My school is able to effectively provide access to on-demand online tutoring to all students in need.”

  • Strongly disagree

  • Moderately disagree

  • Neither agree nor disagree

  • Moderately agree

  • Strongly agree

  • Don’t know

ODT10. Which of the following factors, if any, limit your school’s efforts to effectively provide access to on-demand online tutoring to all students in need? Select all that apply.

  • Cannot find materials or resources to support on-demand online tutoring

  • Lack of funding to obtain materials or resources to support on-demand online tutoring

  • Time limitations (i.e., cannot find enough time to support on-demand online tutoring)

  • Technology limitations (i.e., do not have the technological capability to support on-demand online tutoring)

  • Other, please specify: ________________

  • We have not experienced any barriers to providing access to on-demand online tutoring

  • Don’t know

ODT11_ii. Which of the following sources of funding have been used to support on-demand online tutoring during the 2024-25 school year? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: ___________

  • None of the above

Tutoring2. Do you provide training or professional development for those who provide the following types of tutoring provided at your school?

{Display if Tutoring_gate = “High-Dosage Tutoring” “Standard Tutoring” or “Other methods of tutoring”}

Yes

No

Don’t know

High-dosage tutoring




Standard tutoring




Other methods of tutoring




Tutoring3. Does your school have plans to evaluate the effectiveness of your tutoring programs on improving student outcomes?

{Display based on Tutoring_gate responses}

Yes, we are developing a plan

Yes, we have implemented a plan we developed

No

Don’t know

High-dosage tutoring





Standard tutoring





Self-paced tutoring





On-demand online tutoring





Other methods of tutoring







Tutoring4. How effective has each tutoring program been in improving student outcomes during this school year?

{Display based on Tutoring_gate responses}

Not at all effective

Slightly effective

Moderately Effective

Very Effective

Extremely Effective

Don’t know

High-dosage tutoring







Standard tutoring







Self-paced tutoring







On-demand online tutoring







Other methods of tutoring







Tutoringno. Which of the following are reasons why your school has not implemented ANY tutoring at this time? Select all that apply. {Display if Tutoring_gate = “No tutoring…”}

  • Implementing tutoring is not a priority for our school

  • There are not enough students at my school who require tutoring

  • Time limitations (i.e., cannot find enough time to support tutoring)

  • Space limitations (i.e., do not have the physical space to support tutoring)

  • Lack of educational materials to support tutoring

  • Cannot find staff to support tutoring

  • Lack of, or reductions in, funding to support high-dosage tutoring

  • Other, please specify: __________



HDTno. Which of the following are reasons why your school has not implemented high-dosage tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ HDT AND “No tutoring”}

  • Implementing high-dosage tutoring is not a priority for our school

  • There are not enough students at my school who require high-dosage tutoring

  • Time limitations (i.e., cannot find enough time to support high-dosage tutoring)

  • Space limitations (i.e., do not have the physical space to support high-dosage tutoring)

  • Lack of educational materials to support high-dosage tutoring

  • Cannot find staff to support high-dosage tutoring

  • Lack of, or reductions in, funding to support high-dosage tutoring

  • Other, please specify: __________________

SDTno. Which of the following are reasons why your school has not implemented standard tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ SDT AND “No tutoring”}

  • Implementing standard tutoring is not a priority for our school

  • There are not enough students at my school who require standard tutoring

  • Time limitations (i.e., cannot find enough time to support standard tutoring)

  • Space limitations (i.e., do not have the physical space to support standard tutoring)

  • Lack of educational materials to support standard tutoring

  • Cannot find staff to support standard tutoring

  • Lack of, or reductions in, funding to support standard tutoring

  • Other, please specify: __________________

SPTno. Which of the following are reasons why your school has not implemented self-paced tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ SPT AND “No tutoring”}

  • Implementing self-paced tutoring is not a priority for our school

  • There are not enough students at my school who require self-paced tutoring

  • Time limitations (i.e., cannot find enough time to support self-paced tutoring)

  • Space limitations (i.e., do not have the physical space to support self-paced tutoring)

  • Lack of educational materials to support self-paced tutoring

  • Lack of, or reductions in, funding to support self-paced tutoring

  • Other, please specify: __________________



ODTno. Which of the following are reasons why your school has not implemented on-demand online tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ ODT AND “No tutoring”}

  • Implementing on-demand online tutoring is not a priority for our school

  • There are not enough students at my school who require on-demand online tutoring

  • Time limitations (i.e., cannot find enough time to support on-demand online tutoring)

  • Space limitations (i.e., do not have the physical space to support on-demand online tutoring)

  • Lack of educational materials to support on-demand online tutoring

  • Lack of, or reductions in, funding to support on-demand online tutoring

  • Other, please specify: __________________

Tutoring_more. We’d like to learn more about your school’s experiences offering tutoring programs during the 2024-25 school year. In the space below please share any other information you would like us to know on this topic.

This item is optional.

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School Pulse Panel November 2024 Survey

Food & Nutrition

SchLun1. As of today, how does your school provide students with breakfast and lunch?

  • Students can participate in USDA School Meal programs (e.g., the National School Lunch Program, School Breakfast Program)

  • Students can buy meals at school but not part of USDA School Meal programs

  • All students must bring meals from home

  • Don’t Know

SchLun2. You indicated your school operates the USDA School Meal program. As of today, about what percentage of students in your school participate in these programs? {Display if SchLun1 = …Participate in USDA}

  • 0% {If selected, no other SchLun items are displayed}

  • 1-25%

  • 26-50%

  • 51-75%

  • 76-99%

  • 100%

  • Don’t Know

SchLun2b. How does this percentage of students you indicated in the previous item compare to the percentage of students that participated last year?

  • It has decreased a lot

  • It has decreased a little

  • It is about the same

  • It has increased a little

  • It has increased a lot

SchLun12. For the 2024-25 school year, did your school collect household applications for free- or reduced-price school meals? {Display if SchLun1 = “Students can participate in USDA…” or “Students can buy meals…”}

  • Yes

  • No

  • Don’t Know

SchLun3. As of today, how does your school operate the school lunch and/or breakfast programs? Select all that apply. {Display if SchLun1 = “Students can participate in USDA…” or “Students can buy meals…”}

  1. Community Eligibility Provision (CEP) or other special provision

  2. Other option through state or local initiative that offers all students free lunches and/or breakfasts

  3. Standard school meal program operations

  4. Partnerships or sponsorships with local food organizations

  5. Other, please specify: _____

  6. Don’t Know

SchLun6. How easy or difficult has it been for your school to operate USDA School Meal programs during this school year (2024-25) compared to last school year (2023-24) {Display if SchLun1 = “Students can participate in USDA…”}

  • Much more difficult

  • A little more difficult

  • About the same

  • A little easier

  • Much easier

SchLun13. What, if any, challenges have your school experienced with school meal program operations during the 2024-25 school year? Select all that apply. {Display if SchLun1 = “Students can participate in USDA…” or “Students can buy meals…”}

  • Decreased student participation compared to last school year (2023-24)

  • Increased program costs

  • School food service staffing shortages

  • Challenges convincing parents to submit applications for free- or reduced-price meals

  • Challenges processing applications for free- or reduced-price meals

  • Challenges obtaining enough food, beverages and/or meal service supplies for students participating in the school meal programs

  • Challenges serving specific types of foods that were planned to be on school meal program menus

  • Difficulty maintaining compliance with meal pattern requirements

  • Increased negative feedback or complaints about school meals from parents or students

  • Other, please specify: ____________

  • Don’t Know

  • My school has not experienced any challenges with school meal program operations this year

SchLun15. Does your school inform students or their families of the availability of the following U.S. Department of Agriculture nutrition programs?

Yes

No

SNAP (or the Supplemental Nutrition Assistance Program, formerly known as Food Stamps)



WIC (or the Special Supplemental Food Program for Women, Infants, and Children)



Food Distribution Program on Indian Reservations



Summer Meal Programs (in-person, to go, and/or delivered meals)



Summer EBT (or Summer Electronic Benefit Transfer, also known as Sun Bucks)



Child and Adult Care Food Program (e.g., center is reimbursed for meals and snacks provided to children in afterschool care; CACFP)



SchLun11. We’d like to learn more about schools’ experiences providing your students with breakfast and/or lunch. In the space below, please share any information you would like us to know on this topic.

This item is optional.  

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Physical Education Programming

PhysEd1. Is a physical education course taught in any of the following grades in your school?

{Display based on responses to Grades}

Yes

No

Kindergarten



1st



2nd



3rd



4th



5th



6th



7th



8th



9th



10th



11th



12th



PhysEd2. During the 2024-25 school year, will (or have) all, some, or none of the following types of staff attend(ed) professional development related to physical education or other strategies for integrating more physical activity into the school day?

Please include workshops, conferences, continuing education, or any other kind of in-service.

All

Some

None

Physical education teachers or specialists




Classroom teachers




Other school staff







PhysEd3. Does your school engage in any of the following physical education practices?


Yes

No

Provide physical education teachers with a written physical education curriculum that aligns with national standards for physical education



Require physical education teachers to follow a written physical education curriculum



Allow other teachers to exclude students from a physical education class (e.g., to help them with classroom activities, for failure to complete classwork, because of behavior in their classroom)



Require physical education teachers to be certified, licensed, or endorsed by the state in physical education



Limit physical education class sizes so that they are the same size as other subject areas



Have a dedicated budget for physical education materials and equipment



Include students with disabilities in regular physical education courses as appropriate



Provide adapted physical education (i.e., special courses separate from regular physical education courses) for students with disabilities as appropriate



Allow the use of waivers, exemptions, or substitutions for physical education requirements for one grading period or longer



PhysEd4. During the last year, has your school assessed opportunities available to students to be physically active before, during, or after school?

  • Yes

  • No

PhysEd5. Not including physical education courses, do teachers at your school incorporate physical activity in their classes during the school day?

  • Yes

  • No

PhysEd6. Not including physical education courses and classroom physical activity, does your school offer opportunities for students to be physically active during the school day?

Include activities like recess, lunchtime intramural activities, or physical activity clubs.

  • Yes

  • No

PhysEd7. Does your school offer interscholastic sports to students?

  • Yes

  • No

PhysEd8. Does your school offer opportunities for students to participate in organized physical activities or provide access to facilities or equipment for physical activity during the following times?

Yes

No

Organized physical activities before the school day



Organized physical activities after the school day



Access to facilities or equipment before the school day



Access to facilities or equipment after the school day



PhysEd9. Does your school, either directly or through the school district, have a joint use agreement for shared use of the following school or community facilities?

A joint use agreement is a formal agreement between a school or school district and another public or private entity to jointly use either school facilities or community facilities to share costs and responsibilities.

Yes

No

Physical activity or sports facilities



Kitchen facilities and equipment



Gardens (e.g., herb or vegetable plots)



PhysEd10. Does your school have a written plan for providing opportunities for students to be physically active before, during, and after school?

This also may be referred to as a Comprehensive School Physical Activity Program plan.

  • Yes

  • No



PhysEd11. We’d like to learn more about schools’ experiences with physical education programming. In the space below, please share any information you would like us to know on this topic.

This item is optional.  

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Arts Education Programming

ArtsEd1. Please indicate which of the following performing and visual arts, if any, are taught at your school as standalone classes during the regular school day during the 2024-25 school year.

If a standalone class could count in multiple categories of visual and performing arts, select the art form that is the primary subject of the class. For example, count a course on “set design,” which may include aspects of visual arts and media arts, in the “drama/theater” category.


Yes

No

Music



Visual arts (e.g., painting, drawing, sketching, ceramics, pottery, textiles)



Media arts (e.g., film, photography, audio/video, computer/digital arts)



Dance



Drama/theater



ArtsEd2. How adequate are the following types of support for arts instruction at this school?

Very inadequate

Somewhat inadequate

Somewhat adequate

Very adequate

Funding





Facilities (e.g., classroom, storage, display)





Materials, equipment, tools, and instruments





Instructional time for the arts





Number of arts specialists





Arts professional development for teachers/specialists





Student interest or demand





Parent or community support





ArtsEd3. Are students at your school required to take at least one performing or visual arts class while enrolled at your school? {display if any of ArtsEd1 = yes}

  • Yes

  • No



ArtsEd4. On average, how many hours per week do students enrolled in these classes receive instruction?

{Display rows based on “Yes” responses to ArtsEdu1}

Less than 1 hour

1 to less than 2 hours

2 to less than 3 hours

3 to less than 4 hours

More than 5 hours

Music






Visual arts (e.g., painting, drawing, sketching, ceramics, pottery, textiles)






Media arts (e.g., film, photography, audio/video, computer/digital arts)






Dance






Drama/theater






ArtsEd5. For each of the following subject areas, who teaches the standalone class(es) at your school? Select all that apply.

{Display rows based on “Yes” responses to ArtsEdu1}

Full-time arts teacher or specialist

Part-time arts teacher or specialist

Classroom teacher

Artist-in-residence

Volunteer

Music






Visual arts (e.g., painting, drawing, sketching, ceramics, pottery, textiles)






Media arts (e.g., film, photography, audio/video, computer/digital arts)






Dance






Drama/theater






ArtsEd6. Please indicate whether the following arts instructional activities are provided by your school outside of the regular school day during the 2024-25 school year.


Yes

No

Individual or small-group music lessons



Choir/band/marching band practice



Dance lessons (e.g., lessons, team)



Media arts lessons (e.g., film, photography, audio/video, computer/digital arts)



School performances or presentations in the arts (e.g., concerts, plays, art shows)



Arts-related field trips (e.g., school trips to concerts, plays, museums)



Other instructional activities




ArtsEd6_open. Please describe the other arts instructional activities provided by your school outside of the regular school day. {Display if ArtsEd6 = Other}

Shape17



ArtsEd7. During the 2024-25 school year, does your school have (or will it have) partnerships or collaborations with any of the following entities to help meet your school’s arts education goals?


Yes

No

Working artists



Nonprofit arts and cultural organizations



Nonprofit organizations NOT focused on arts and culture



College or universities



Local businesses



Other partnerships or collaborations



ArtsEd7_open. Please describe the other partnerships or collaborations. {Display if ArtsEd7 = Other}

Shape18

ArtsEd8. We’d like to learn more about schools’ experiences with arts education programming. In the space below, please share any information you would like us to know on this topic.

This item is optional.  

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National Park Service Education Programming

The following questions are about the educational programming offered by the National Park Service (NPS). The NPS is a federal agency that manages all national parks and many national monuments and historic sites.




NPS1. Were you aware that the National Park Service (NPS) provides educational programming for students?

  • Yes, I was aware the NPS provides educational programming

  • No, I was not aware that the NPS provides educational programming



NPS2. During the 2024-25 school year, which of the following NPS educational programs, if any, will (or have) classes at your school participate(d) in? Select all that apply.

  • Field trip to an NPS location (e.g., a national park or a national historic site) with a ranger-led program

  • Self-guided field trip to NPS location (e.g., a national park or a national historic site)

  • NPS ranger visiting classrooms at your school

  • Online, interactive distance learning with an NPS ranger (e.g., “live” lessons)

  • NPS pre-recorded online lessons

  • NPS online resources/materials (e.g., live webcams, lesson plans, resource kits, etc.)

  • Classes at my school will (or have) not participate(d) in any of these NPS programs during the 2024-25 school year

NPS3. Which of the following are reasons why your school has not participated in NPS educational programming? Select all that apply. {Display if NPS2 = “Classes at my school will (or have) not…”}

  • Using this programming is not a priority for our school

  • Restrictions on what can be included in our curriculum

  • Time limitations

  • Lack of teacher awareness

  • Lack of teacher interest

  • Lack of student interest

  • Lack of parental/guardian support

  • Lack of funding

  • Inability to arrange transportation to NPS location(s)

  • Distance to NPS location(s)

  • Lack of district-level support

  • Other, please specify: __________

NPS4. How interested are YOU in the following NPS educational programs for your school?


No interest

Slight interest

Moderate interest

A lot of interest


Field trip to an NPS location (e.g., a national park or a national historic site) with a ranger-led program






Self-guided field trip to NPS location (e.g., a national park or a national historic site)






NPS ranger visiting classrooms at your school





Online, interactive distance learning with an NPS ranger (e.g., “live” lessons)





NPS pre-recorded online lessons





NPS online resources/materials (e.g., live webcams, lesson plans, resource kits, etc.)






School Pulse Panel December 2024 Survey

School Facilities

Fac23_c. How long ago was the last major building replacement or addition made to you school?

  • We have never had a major building replacement or addition

  • We are currently undergoing a major building replacement or addition

  • Within the last calendar year

  • More than 1 year but less than 3 years ago

  • More than 3 years but less than 5 years ago

  • More than 5 years but less than 10 years ago

  • More than 10 years but less than 20 years ago

  • More than 20 years ago

  • Don’t know

Fac22_c. How long ago was the last major renovation to your school’s main instructional building?

  • We have never had a major renovation to the school’s main instructional building

  • Our main instructional building is currently under major renovation

  • Within the last calendar year

  • More than 1 year but less than 3 years ago

  • More than 3 years but less than 5 years ago

  • More than 5 years but less than 10 years ago

  • More than 10 years but less than 20 years ago

  • More than 20 years ago

  • Don’t know



Fac25. Overall, what is the physical condition of each of the building features listed below for your school’s main instructional building? Please refer to the rating scale below to inform your selection for each building or part of a building’s feature listed.

Excellent: new or easily restorable to “like new” condition; only minimal routine maintenance required.

Good: some preventive maintenance and/or corrective repair required.

Fair: fails to meet code or functional requirement in some cases; failure(s) are inconvenient; extensive corrective maintenance and repair required.

Poor: consistent substandard performance; failure(s) are disruptive and costly; fails most code and functional requirements; requires constant attention, renovation, or replacement. Major corrective repair or overhaul required.

Needs Replacement: non-operational, replacement required.

Needs Replacement

Poor

Fair

Good

Excellent

Roofs






Floors






Foundation






Exterior walls, windows, or doors






Interior walls, ceilings, or doors






Plumbing






Heating, ventilation, and/or air conditioning system(s)






Electrical power






Indoor lighting






Exterior lighting






Fac26. Does your school have a formal way for teachers or staff to raise concerns about the condition of the building or classrooms?

  • Yes

  • No

Fac27. Overall, how would you rate the indoor air quality at your school?

  • Excellent

  • Good

  • Fair

  • Poor

Fac28. Which of the following types of cooling systems are used at your school? Select all that apply.

  • Central air conditioning

  • Individual thermostat-controlled cooling systems in certain rooms

  • Window air conditioning units

  • Ceiling fans

  • Other fans (e.g., box fans, standalone fans)

  • Dehumidifiers or evaporative coolers

  • Other, please specify: _____________

  • No types of cooling systems are used at my school



Fac29. Does your school’s main instructional building have central heating?

  • Yes, throughout the entire building

  • Yes, in some but not all rooms

  • No

Fac30. Can the windows at your school be easily opened and closed?

  • Yes, all windows

  • Yes, some windows

  • No

Fac31. Does your school have high-speed internet available to students?

  • Yes, across all school grounds and buildings

  • Yes, within all school buildings but not on all school grounds

  • Yes, only in some rooms of the school buildings

  • No

Fac32. Is your school building(s) adequate for the size of your student population?

  • Yes

  • No

Fac_more. We’d like to learn more about schools’ building facilities and amenities. In the space below, please share any information you would like us to know on this topic.

This item is optional.

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Technology (Digital Literacy & AI)

AI1a. Has your school provided professional development or training to teachers or staff on the use of artificial intelligence (AI)?

Artificial Intelligence (AI) is a machine-based system that can make predictions, recommendations, or decisions through analysis in an automated manner.

  • Yes

  • No



AI1b. Which of the following topics are addressed in the AI training provided by your school? Select all that apply. {Display if AI1a = Yes}

  • What is AI

  • How to use AI to automate administrative tasks

  • How to use AI to create tailored educational materials for students

  • How to use AI to supplement instruction

  • How to use AI to develop diagnostic assessments for students

  • How to use AI to develop formative assessments for students

  • How to teach students about and how to use AI

  • Types of assignments where students are likely to appropriately use AI

  • Types of assignments where students are likely to inappropriately use AI (i.e., cheating)

  • How to identify student plagiarism conducted with AI

  • Ethical or equity concerns around the use of AI

  • Identifying misinformation that can be produced by AI

  • Other, please specify: ____________

AI2. How many teachers at your school use AI for the following tasks?

None

A few

Several

Most

All

Don’t know

Creating lesson plans







Administrative tasks







Creating tailored educational materials for students







Supplementing instruction







Creating diagnostic assessments







Creating formative assessments







Grading and feedback







AI3. Does your school have access to any AI-based tutoring systems?

These systems may be referred to as Intelligent Tutoring Systems (ITS) or computer-aided instruction.

  • Yes

  • No

AI4a. Does your school (or district) have a written policy on students’ use of AI in school?

This may be a standalone policy, incorporated into an academic honesty policy, or incorporated in a responsible use of technology policy.

  • Yes

  • No

  • Don’t know

AI4b. How familiar are you with your school or district policy on students’ use of AI in school? {Display if AI4a = Yes}

  • Not at all familiar

  • Slightly familiar

  • Somewhat familiar

  • Moderately familiar

  • Extremely familiar

AI4c. Are you aware of any plans by your school (or district) to develop a policy about students’ use of AI in school? {Display if AI4a = No}

  • Yes

  • No

AI5. Please indicate whether the following topics regarding AI are taught to your students.


Yes

No

Technical knowledge around the use of AI



Ethical/appropriate uses of AI



Identifying misinformation that can be produced by AI



AI6a. Do any teachers at your school use software to identify whether a student’s work has been AI-generated?

  • Yes

  • No

AI6b. Are any of the following reasons why your school does not use this kind of software? Select all that apply. {Display if AI6a = No}

  • We were not aware this type of software existed

  • We do not have access to this kind of software

  • We are concerned about the accuracy of the software

  • Teachers at my school would not use this kind of software even if we had access to it

  • Other, please specify: ___________

AI7. How concerned are you about the following issues related to the use of AI in schools?


Not concerned

Slightly concerned

Somewhat concerned

Moderately concerned

Extremely concerned

Lack of guidance on using AI






Data privacy






Potential for bias in AI






Availability of AI-focused professional development for teachers and staff






Teachers at your school’s capability to effectively use AI






Students at your school’s capability to effectively use AI in the classroom or on assignments






Students at your school’s potential to misuse AI in the classroom or on assignments








AI8. To what extent do you agree or disagree with the following statements regarding the use of AI in education?

Integrating AI tools into teaching and learning will…

Strongly disagree

Moderately disagree

Neither agree nor disagree

Moderately agree

Strongly agree

enable students at my school to develop better critical thinking skills






lead to better educational outcomes for students at my school






enable teachers at my school to be more effective educators






enable teachers at my school to be more relevant with today’s teaching and learning needs






make life easier for teachers at my school






AI9. When it comes to their education, how favorable or unfavorable is your view of your school’s students using AI?

  • Very unfavorable

  • Somewhat unfavorable

  • Neither unfavorable nor favorable

  • Somewhat favorable

  • Very favorable

AI10. When it comes to their job duties, how favorable or unfavorable is your view of your school’s teachers using AI?

  • Very unfavorable

  • Somewhat unfavorable

  • Neither unfavorable nor favorable

  • Somewhat favorable

  • Very favorable

DL1. Does your school offer training on digital literacy for your students?

Digital literacy refers to being able to use technology to find, evaluate, organize, create, and communicate information.

  • Yes

  • No

DL1b. Is this training at your school part of a formal digital literacy curriculum? {Display if DL1 = Yes}

  • Yes

  • No



DL6. Which grade levels in your school are offered digital literacy instruction? {Display if DL1 = Yes}

{Display rows based on responses to Grades}

Yes

No

Kindergarten



1st



2nd



3rd



4th



5th



6th



7th



8th



9th



10th



11th



12th



DL4. What instructional model does your school use for digital literacy instruction? Select all that apply. {Display if DL1 = Yes}

    • Library or Media Lab (i.e., taught by a librarian, media specialist, computer teacher, etc.)

    • Core Subject Embedded (i.e., taught as part of core subjects, such as English language arts, social studies, math, and/or science)

    • Elective Subject

    • Health, Wellness, and SEL (i.e., is integrated into social-emotional learning, health and wellness, character education, and/or sex education)

    • After-school program

    • Other, please specify: ______________

DL5. Please indicate whether your digital literacy instruction aligned to any of the following sets of standards. {Display if DL1 = Yes}

Yes

No

State standards



District standards



Other set of standards



DL5open. Please identify the other set of digital literacy standards. {Display if DL5 = Yes to “other…”}

Shape21

DL3. Does your school offer training on digital literacy for your students’ families?

  • Yes

  • No

  • Don’t Know

Tech1. For the 2024–25 school year, does your school have a 1-to-1 computing program that provides every student a school-issued laptop?

  • Yes

  • No

Tech2. During the 2024–25 school year, is it a practice of your school to prohibit non-academic use of cell phones or smartphones during school hours?

  • Yes

  • No

Tech3a. Which of the following best describes the cell phone policy for students at your school?

  • In all circumstances, students are allowed to have their cell phones

  • In some circumstances, students are allowed to have their cell phones

  • In all circumstances, students are not allowed to have their cell phones

  • We do not have a cell phone policy for students

Tech3b. Please indicate whether students are allowed to use their cell phones in the following situations. {Display if Tech3a = “In some circumstances,…”}

Yes

No

Not applicable – this is not a situation my students can experience

During instructional time, for academic purposes




During meal periods (i.e., breakfast, lunch)




During “free periods”




Between periods




During extracurricular activities




Outside of school buildings while still on school grounds




In the school office




Tech4. To what extent, if any, have students been negatively impacted by cell phone use in the following areas?


No negative impact

Limited negative impact

Moderate negative impact

Severe negative impact

Academic performance





Mental health (socioemotional health)





Attention span





Tech_more. We’d like to learn more about your school’s experiences with artificial intelligence, digital literacy, and students’ cell phone use. In the space below please share any other information you would like us to know on this topic.

This item is optional.

Shape22


School Pulse Panel January 2025 Survey

College and Career Readiness

{Display this section if Grades = 9th, 10th, 11th, and/or 12th}

AdvC1a. Does your school offer Advanced Placement (AP), Pre-Advanced Placement (Pre-AP), International Baccalaureate (IB), or dual enrollment courses?

  • Yes

  • No

  • Don’t Know

  • This type of coursework is not applicable to students at my school


AdvC1b. How many advanced courses are taught in your school? {Display if AdvC1a = Yes}

Number of courses

We do not offer this program at our school

Don’t know

Advanced Placement (AP)




Pre-Advanced Placement (Pre-AP)




International Baccalaureate (IB)




Dual enrollment




AdvC1c. To the best of your knowledge, what percentage of students at your school are enrolled in advanced coursework?

{Display based on > 0 responses to AdvC1b}

Percentage of students

Don’t know

Advanced Placement (AP)



Pre-Advanced Placement (Pre-AP)



International Baccalaureate (IB)



Dual enrollment



CCP1. To the best of your knowledge, what percentage of students in your school participate in the following:

Percentage of students

We do not offer this

Don’t know

Work-based learning opportunities




Workforce credential training program (postsecondary recognized credential)




Personalized career and academic plan




Career and technical education (CTE) program






CCP2. Does your school have a college and career readiness plan or goal?

  • Yes

  • No

  • Don’t know



CCP3. Using the responses below, fill in the sentence that best describes your school: “My school does a(n) ____________ job preparing students for college.”

  • Poor

  • Fair

  • Good

  • Very good

  • Excellent

  • Not applicable


CCP4. Using the responses below, fill in the sentence that best describes your school: “My school does a(n) ____________ job preparing students for the workforce.”

  • Poor

  • Fair

  • Good

  • Very good

  • Excellent

  • Not applicable

CCP5. Do graduation requirements at your school include college and career milestones?

  • Yes

  • No

  • Don’t know

  • Not applicable – my school does not graduate students from high school


CCP6. Are graduation requirements at your school aligned to public postsecondary admissions requirements?

  • Yes

  • No

  • Don’t know

  • Not applicable – my school does not graduate students from high school



CCP7. Does your school employ any of the following staff to support college and career readiness? Select all that apply.

  • Work-based learning coordinator

  • Career advisors

  • Counselors

  • Workforce intermediary

  • Other, please specify: ___________

  • We do not employ any staff to support college and career readiness

  • Don’t know

  • Not applicable


CCP8. Does your school offer career and technical education?

  • Yes

  • No

  • Don’t know

  • Not applicable


CCP9. To what degree does your school counseling office use your students’ college and career readiness data to inform their work and outreach to students and their families?

  • Never

  • Rarely

  • Sometimes

  • Often

  • Always

  • Don’t know

  • Not applicable


CCP10. Does your school partner with any of the following for your CTE program? Select all that apply. {Display if CCP1, “CTE program ‘Percentage of students’” > 0}

  • Other school districts or local education agencies

  • Technical or magnet schools within our school district

  • Community or technical colleges

  • Four-year college or university

  • Other, please specify: __________



CCP_more. We’d like to learn more about schools’ experiences with college and career readiness. In the space below, please share any information you would like us to know on this topic.

This item is optional.  

Shape23

Sources of Information

SOI1a. When deciding on whether to write, implement, or revise a program or policy at your school, how often do you use the following sources of information?

Never

Sometimes

Often

Always

Education-focused peer reviewed journal articles or empirical studies





Education-focused news articles or blogs





Education-focused podcasts or other digital media





Data from your school, district, institution, and/or state





Your own experience and expertise





Colleague input, feedback, or consultation





Feedback and concerns from students





Feedback and concerns from parents or community members





Professional organizations or technical assistance resources





Other source of information





SOI1a_open. What other source of information do you use? {Display if SOI1a “Other” ≠ Never}Shape24

SOI1b. Please identify the top three most important sources of information you rely on when deciding on whether to write, implement, or revise a program or policy at your school.

Education-focused peer reviewed journal articles or empirical studies

Education-focused news articles or blogs

Education-focused podcasts or other digital media

Data from your school, district, institution, and/or state

Your own experience and expertise

Colleague input, feedback, or consultation

Feedback and concerns from students

Feedback and concerns from parents or community members

Professional organizations or technical assistance resources

Other source of information

_______ 1st most important

_______ 2nd most important

_______ 3rd most important



SOI2. To what extent do you agree or disagree with the following statements that describe the current environment for you and the leadership team in your school?

Research evidence is the information or evidence produced by research. This could include information or evidence in reports, journal articles, and research summaries, as well as research evidence embedded in practice tools and assessments.

Strongly disagree

Moderately disagree

Neither agree nor disagree

Moderately agree

Strongly agree

We have sufficient access to research evidence






We have adequate time to access and review research evidence






There are formal processes to help us engage critically with different information sources






There are processes in place to support collaborative learning






SOI3. Please rate your confidence level for the following statements.

When deciding about a program or policy at my school, I feel confident that I have the knowledge and skills to…

Not at all confident

Somewhat confident

Mostly confident

Very confident

find research evidence to inform practice, policy, or program development





evaluate the quality of research





interpret the results of research





apply research evidence to practice, policy, or program development





design evaluations of practices, policies, or programs





partner with others to generate research evidence





SOI_more. We’d like to learn more about the information schools use to inform policies and practices at their school. In the space below, please share any information you would like us to know on this topic.

This item is optional.  

Shape25


Family Engagement

ParEng1. Which of the following methods, if any, does your school use to engage with parents? Select all that apply.

  • Email

  • Phone

  • Web- or phone-based applications

  • In-person meetings

  • Parent-teacher associations or organizations

  • At-home visits

  • Other, please specify: __________

  • None of the above

  • Don’t know

ParEng2. Do you have a parent/family engagement specialist or outreach worker at your school? This may be a school or district employee or an employee designated to serve in this role.

  • Yes

  • No

ParEng2b. Approximately how much time does this person spend working on duties associated with this position at your school? {Display if ParEng2 = Yes}

  • This is their full-time job at our school

  • About ¾ of their time

  • About ½ of their time

  • About ¼ of their time

  • Less than ¼ of their time

ParEng5. Which of the following methods, if any, does your school use to increase family engagement?

[Responses will be derived from responses to the open-ended item ParEng5_open, which appeared in the August 2024 survey.]

ParEng6. Approximately what percentage of students at your school have families you would characterize as “actively engaged” with the school?

_____ percent of students with actively engaged families

ParEng7. Overall, how easy or difficult is it to engage your students’ families with your school?

  • Very difficult

  • Somewhat difficult

  • Somewhat easy

  • Very easy



ParEng8. How responsive are families to your school’s efforts to increase their involvement with the student’s education?

  • Not at all responsive

  • Somewhat responsive

  • Mostly responsive

  • Completely responsive

ParEng9. To what extent, if any, do the following factors limit your school’s efforts to engage families?

Limits in a major way

Limits in a minor way

Does not limit

Lack of interest from families




Lack of ability from families (e.g., work schedule conflicts, childcare)




Lack of staff that can focus on family engagement




Lack of or inadequate funding to support family engagement




ParEng_more. We’d like to learn more about schools’ strategies to engage parents. In the space below, please share any information you would like us to know on this topic.

This item is optional.  

Shape26



School Pulse Panel February 2025 Survey

Concerns

ParCon24 1-1. How many parents/guardians, if any, have expressed concerns about the following during the 2024-25 school year?

I have not heard this concern expressed by parents/guardians

Only one or two parents/guardians have expressed this concern

Several parents/guardians have expressed this concern

Many parents/guardians have expressed this concern

The school’s ability to meet their child’s academic needs





The school’s ability to meet their child’s developmental needs (e.g., speech development, behavioral development)





Threats or acts of violence by other students in the school





Bullying and/or cyberbullying





Their child’s mental health





Reliable transportation to and from school





The availability of extra-curricular activities for their children





The availability of academic assistance and/or enrichment offerings outside of regular school hours (e.g., after-school programs, summer programs)





The availability of academic assistance offerings during regular school hours (e.g., tutoring, pull-out services)





Issues related to staffing shortages (e.g., increased class sizes, disruptions or reductions in student services)





Quality of communication from the school





School curriculum









Confilter. 1-2 Are you the principal, assistant/vice principal, or some other similar position, at your school?

  • Yes, principal or similar position

  • Yes, assistant/vice principal or similar position

  • No, please specify: ______________________

AdmnCon24 1-3. What level of concern do YOU have about the following issues during the 2024-25 school year? {Display if Confilter ≠ No}

No concern

Slightly concerned

Somewhat concerned

Moderately concerned

Extremely concerned

Students meeting academic standards






Students meeting developmental milestones (e.g., speech development, behavioral development)






Threats or acts of violence by students in the school






Bullying and/or cyberbullying






The mental health of STUDENTS at your school






Reliable transportation to and from school for students






The availability of extra-curricular activities for students






The availability of academic assistance and/or enrichment offerings outside of regular school hours (e.g., after-school programs, summer programs)






The availability of academic assistance offerings during regular school hours (e.g., tutoring, pull-out services)






Issues related to staffing shortages (e.g., increased class sizes, staff doing work outside their intended duties)






The mental health of TEACHERS or STAFF at your school






YOUR own mental health






The influence of individuals or groups outside of your school or district on school curriculum








Con24_more 1-4. We’d like to learn more about the concerns you have heard around your school during the 2024-25 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.


Shape27


State Assessment Perceptions

SA_math 3-1. Does your school participate in state-mandated testing for mathematics?

  • Yes

  • No

SA1 3-2. To what extent do you agree or disagree with the following statements related to the main state-mandated mathematics test that your students will be given during the 2024-25 school year? {Display if SA_math = Yes}

Strongly disagree

Somewhat disagree

Neither agree nor disagree

Somewhat agree

Strongly agree

Don’t know

Results from state-mandated mathematics tests will provide useful data to inform classroom instruction







I support use of the current statewide tests to measure student mastery of state mathematics standards







The work we will do to prepare our students for the state-mandated mathematics test will take time away from other more important classroom work







The state-mandated mathematics test will not accurately measure the ability of students with IEPs







The state-mandated mathematics test will not accurately measure the ability of English Learner (EL/ELL/ESL) students







SA2 3-3. What impact, if any, do you think the COVID-19 pandemic and its lingering effects will have on your students’ performance on state-mandated mathematics testing this school year? {Display if SA_math = Yes}

  • No negative impact

  • Small negative impact

  • Moderate negative impact

  • Large negative impact

  • Don’t know



SA_ELA 3-4. Does your school participate in state-mandated testing for English language arts (ELA) and literacy?

  • Yes

  • No

SA3 3-5. To what extent do you agree or disagree with the following statements related to the main state-mandated ELA/literacy test that your students will be given during the 2024-25 school year? {Display if SA_ELA = Yes}

Strongly disagree

Somewhat disagree

Neither agree nor disagree

Somewhat agree

Strongly agree

Don’t know

Results from state-mandated ELA/literacy tests will provide useful data to inform classroom instruction







I support use of the current statewide tests to measure student mastery of state ELA/literacy standards







The work we will do to prepare our students for the state-mandated ELA/literacy test will take time away from other more important classroom work







The state-mandated ELA/literacy test will not accurately measure the ability of students with IEPs







The state-mandated ELA/literacy test will not accurately measure the ability of English Learner (EL/ELL/ESL) students







SA4 3-6. What impact, if any, do you think the COVID-19 pandemic and its lingering effects will have on your students’ performance on state-mandated ELA/literacy testing this school year? {Display if SA_ELA = Yes}

  • No negative impact

  • Small negative impact

  • Moderate negative impact

  • Large negative impact

  • Don’t know

SA_more 3-7. We’d like to learn more about schools’ experiences with state assessments. In the space below, please share any other information you would like us to know on this topic. {Display if SA_math OR SA_ELA = Yes}

This item is optional.


Shape28

Climate Impacts on Educational Operations

CI1. Please indicate whether your school has enacted any of the following strategies designed to reduce greenhouse gas emissions during the 2024-25 school year.


Yes

No

Don’t know

Energy efficiency measures (e.g., changing to more efficient fixtures or equipment)




On-site use of energy generated by renewable power (i.e., solar, wind, geothermal)




Purchase of off-site energy generated by renewable power (i.e., solar, wind, geothermal)




Transportation efficiency measures




Waste reduction, recycling, reuse, and/or composting




Other ways to reduce greenhouse gas emissions




CI1open. Please identify the other ways to reduce greenhouse gas emissions that are used by your school. {Display if CI1 = other}

Shape29

CI2a. Does your school (or district) have a written strategic plan for greenhouse gas emissions reduction?

  • Yes

  • No

  • Don’t know

CI2b. How familiar are you with your school or district’s plan for greenhouse gas emissions reduction? {Display if CI2a = Yes}

  • Not at all familiar

  • Slightly familiar

  • Somewhat familiar

  • Moderately familiar

  • Extremely familiar

CI3a. Does your school have a designated staff person working on reducing greenhouse gas emissions?

This role is sometimes referred to as a Sustainability Coordinator.

  • Yes

  • No

CI3b. Approximately how much time does this person spend working on duties associated with this position at your school? {Display if CI3a = Yes}

  • This is their full-time job at our school

  • About ¾ of their time

  • About ½ of their time

  • About ¼ of their time

  • Less than ¼ of their time



CI4. During the 2024-25 school year, has your school received requests from students or families to reduce greenhouse gas emissions?

  • Yes

  • No

CI5. Is environmental science a dedicated course at your school?

  • Yes

  • No

CI6a. Please indicate whether the following environmental topics are included in any curriculum or instruction at your school.

Yes

No

Energy efficiency



Renewable energy



Transportation



Waste reduction, recycling, reuse, and/or composting



Grounds and the outdoors



Atmospheric science



Earth systems



Food systems



Conservation education



Climate change



Careers in environmental science or related fields (i.e., green and blue careers)



CI6b. During the 2024-25 school year, on average, how much instructional time does (or will) each student receive on environmental topics? {Display if any of CI6a = Yes}

  • 0-2 hours

  • 3-5 hours

  • 6-10 hours

  • 10-20 hours

  • More than 20 hours

  • Don’t know

CI7. Does your school conduct any environmentally focused civic engagement activities?

These activities could include things like service learning, community service, or action projects.

  • Yes

  • No

CI9. Does your school have an environmental education graduation requirement?

  • Yes

  • No

  • Not applicable – we do not graduate students







CI10. Have any teachers at your school received professional development on environmental education?

  • Yes

  • No

CI11a. Please indicate whether your school has experienced any of the following severe environmental or weather events since December 2023.

Yes

No

Extreme heat



Extreme cold



Extreme storms



Poor air quality due to an environmental event



Other severe environmental or weather events



CI11aopen. Please identify the other severe environmental or weather events your school has experienced since December 2023. {Display if CI11a = “Yes” to “Other”}

Shape30

CI11b. Please indicate if severe environmental or weather events resulted in any of the following disruptions to learning since December 2023. {Display if any of CI11a = “Yes” to “Other”}

Yes

No

Loss of at least one day but less than 1 week of instructional hours



Loss of more than 1 week of instructional hours



Reduction in classroom space due to closed classrooms



Increase in student absenteeism



Increase in teacher or staff absenteeism



Other disruption to learning



CI11bopen. Please identify the other learning disruptions. {Display if CI11b = “Yes” to “Other”}

Shape31

CI11c. Please indicate whether any of the following events at your school have experienced the following issues due to severe weather since December 2023. {Display if any of CI11a = Yes}

Yes

No

Flooding in a school building



Flooding on school grounds



Wildfires that reach school grounds



Loss of water in a school building



Loss of electrical power in a school building for half a day or more



Equipment malfunctioning or replacements needed



School building closures



Unsafe/unhealthy indoor and outdoor environmental quality



Other issues



CI11copen. Please identify the other issues. {Display if CI11c = “Yes” to “Other”}

Shape32



School Pulse Panel March 2025 Survey

Mental Health and Well-Being

MH_ly 1-1a. Did you work at [SCHOOL NAME] prior to this school year?

  • Yes

  • No

The following items focus on mental health services provided to STUDENTS during the 2024-25 school year.

MH1 1-1b. During the 2024-25 school year, which of the following, if any, school-based mental health services have been provided to STUDENTS? Select all that apply.

  • Outreach (e.g., a screening of all students for mental health concerns)

  • Case management (e.g., identifying and coordinating mental health support for individual students)

  • Needs assessment (e.g., evaluating the gaps in resources for an individual student’s well-being)

  • Individual-based intervention (e.g., providing one-on-one counseling or therapy to student)

  • Group-based intervention (e.g., providing services to a group of students who are all seeking help for the same issue)

  • Family-based intervention (e.g., providing resources to caregivers for supporting their student’s health)

  • Telehealth delivery (e.g., meeting between mental service provider and students via video or phone at school)

  • External referrals (e.g., referring students to mental health professionals outside of school)

  • Other, please specify: _____________

  • We have not provided any school-based mental health services during the 2024-25 school year

MH22 1-2. Approximately what percentage of students at your school utilize school-based mental health services? {Display if MH1 ≠ “We have not provided any…”}

________ percent of students

MH2 1-3. Who provides the formal mental health services offered at your school? Select all that apply. {Display if MH1 ≠ “We have not provided any…”}

  • School- or district-employed licensed mental health professional (e.g., school psychologist, social worker)

  • School counselor (e.g., academic or general counselor)

  • School nurse

  • Outside practice or program that provides services at your school (e.g., university programs, contracted services)

  • Other, please specify: __________





MH23a 1-4a. Did your school implement any changes to the daily or yearly academic calendar in order to mitigate potential mental health issues for students and staff during the COVID-19 pandemic (school years 2020-21 through 2022-23)? {Display if MHly = Yes}

Include actions like designating time during the school day to focus on mental wellness and adding designated days off for students and staff to focus on their mental health. Please do not include changes due to physical health concerns.

  • Yes

  • No

MH23b 1-4b. For the 2024-25 school year, are you still implementing any of these actions? {Display if MH23a = Yes}

  • Yes, these changes have become part of our regular daily or yearly academic calendar

  • Yes, but we have reduced the amount of time or number of days dedicated to mitigating mental health concerns

  • No, our daily or yearly academic calendar has reverted back to the pre-COVID era

MH24 1-5. During the 2024-25 school year, has your school done (or will it do) any of the following to support students’ social/emotional/mental well-being? Select all that apply.

  • Created new positions to support student social/emotional/mental well-being

  • Encouraged existing staff to support student social/emotional/mental well-being

  • Added student classes to support social/emotional/mental well-being

  • Created or expanded a program to support student social/emotional/mental well-being

  • Offered guest speakers to support student social/emotional/mental well-being

  • Offered professional development to train teachers to support student social/emotional/mental well-being

  • Held assemblies to support student social/emotional/mental well-being

  • Created community events and partnerships to support student social/emotional/mental well-being

  • Other, please specify: ________________

  • We have not implemented any practices or procedures designed to support student social/emotional/mental well-being

MH12a 1-6. To what extent do you agree or disagree with the following statement: “My school is able to effectively provide mental health services to all students in need.”

  • Strongly disagree

  • Moderately disagree

  • Neither agree nor disagree

  • Moderately agree

  • Strongly agree











MH12b 1-7. Which of the following factors, if any, limit your school’s efforts to effectively provide mental health services to all students in need? Select all that apply.

  • Inadequate access to licensed mental health professionals

  • Insufficient mental health professional staff coverage to manage caseload

  • Inadequate funding

  • Potential legal issues for school or district (e.g., malpractice, insufficient supervision, confidentiality)

  • Concerns about reactions from parents

  • Lack of community support for providing mental health services to students in your school

  • Requirements that the school pay for the mental health services

  • Reluctance among school staff to label students with mental health disorders to avoid stigmatizing the child

  • Other, please specify: ____________

  • My school has not experienced any limitations to effectively providing mental health services to all students in need


MH25 1-8. For the 2024-25 school year, which of the following sources of funding, if any, have been used to support mental health services for students? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: _____________

  • None of the above

  • Don’t know

MH26 1-9. In which of the following areas related to accessing/utilizing federal funds for student support services, if any, has your school experienced challenges? Select all that apply.{display if MH25= “federal grants or…”}

  • Grant execution

  • Distribution of funds

  • Documentation of funds usage

  • Needs analysis

  • Other, please specify: ___________

  • We have not experienced any challenges in these areas

  • Don’t know

The following items focus on mental health services provided to STUDENTS compared to last school year (2023-24).

MH27 1-10. Compared to last school year (2023-24), how has the percentage of students who have sought school-based mental health services changed? {Display if MHly = Yes}

  • It has decreased a lot

  • It has decreased a little

  • It has remained the same

  • It has increased a little

  • It has increased a lot



MH28 1-11. Compared to last school year (2023-24), how has the amount of school-based mental health services provided to students changed? {Display if MHly = Yes}

  • It has decreased a lot

  • It has decreased a little

  • It has remained the same

  • It has increased a little

  • It has increased a lot

MH29 1-12. Compared to last school year (2023-24), how has the percentage of staff expressing concerns with students exhibiting depression, anxiety, trauma, or emotional dysregulation/disturbance changed? {Display if MHly = Yes}

  • It has decreased a lot

  • It has decreased a little

  • It has remained the same

  • It has increased a little

  • It has increased a lot

The following items focus on mental health services provided to STAFF during the 2024-25 school year.

MH30 1-13. During the 2024-25 school year, which of the following, if any, mental health services are available to staff? Select all that apply.

  • Group-based or peer support interventions

  • Referrals to mental health services outside of school

  • Mental health-related professional development

  • Regular staff self-assessments

  • Proactive outreach to staff members

  • Employee assistance programs (EAPs) that have a mental health component

  • Other, please specify: ________________

  • There are no mental health services available for staff

MH31 1-14. For the 2024-25 school year, which of the following sources of funding, if any, have been used to support mental health services for staff? Select all that apply.

  • Federal grants or other federal programs

  • State grants or other state programs

  • District or school financial funding

  • Partnerships or sponsorships with organizations

  • Other, please specify: _____________

  • None of the above

  • Don’t know







The following items focus on mental health services available to STAFF compared to the last school year (2023-24).

MH32 1-15. Compared to last school year (2023-24), how has the amount of mental health services available to staff changed? {Display if MHly = Yes}

  • It has decreased a lot

  • It has decreased a little

  • It has remained the same

  • It has increased a little

  • It has increased a lot

MH33 1-16. Compared to last school year (2023-24), how has the percentage of staff expressing concerns with themselves or their colleagues exhibiting depression, anxiety, trauma, or emotional dysregulation/disturbance changed? {Display if MHly = Yes}

  • It has decreased a lot

  • It has decreased a little

  • It has remained the same

  • It has increased a little

  • It has increased a lot

MH_more 1-17. We’d like to learn more about schools’ experiences with student and staff mental health during the 2024-25 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.


Shape33





Drug Overdose Prevention

DOP1 2-1. Does your school or district provide formal training to teachers and staff on how to recognize the signs of a potential drug overdose?

  • Yes

  • No

DOP2 2-2. Please indicate whether your school included (or will include) information about the dangers of fentanyl in the following:

Yes

No

Classroom instruction



Assemblies/guest speakers held during school hours



Events for students held outside of school hours



Events for families held outside of school hours



Other



DOP2_open 2-3. Please describe the other ways that information about the dangers of fentanyl have been shared. {Display if DOP2_5 “Other” = Yes}

Shape34

DOP3 2-4. Is naloxone (Narcan) kept at your school?

Naloxone is a medication that can reverse an overdose from opioids—including heroin, fentanyl, and prescription opioid medications—when given in time.

  • Yes

  • No

DOP4a 2-5. Are any of the following individuals at your school trained to administer naloxone? Select all that apply.

  • School nurse or nurse’s aide

  • Mental health professional

  • School security personnel (i.e., School Resource Officers [SRO], sworn law enforcement officers, or other security officers)

  • Classroom teachers

  • Non-teaching staff (e.g., tutors, coaches, support staff)

  • Administrative staff

  • Students

  • Other, please specify: ______

  • No one at my school is trained to administer naloxone

DOP4b 2-6. Are all or only some of these individuals trained to administer naloxone?

{Rows display based on responses to DOP#a}

All

Only some

School nurse or nurse’s aide



Mental health professional



School security personnel (i.e., School Resource Officers [SRO], sworn law enforcement officers, or other security officers)



Classroom teachers



Non-teaching staff (e.g., tutors, coaches, support staff)



Administrative staff



Students



DOP5 2- 7. During this school year, has anyone from your school administered naloxone on school grounds or at school-sponsored events?

  • Yes

  • No



School and District Vaccine Requirements

Vac1 3-1. When does your school collect vaccination information about your students? Select all that apply.

  • During initial enrollment or registration

  • At the start of each academic year

  • After the student reaches the age of a required immunization

  • At regular intervals throughout the school year

  • Before specific events, such as school field trips and sports activities

  • As needed, such as when health concerns or outbreaks occur

  • Not applicable, our students’ vaccine information is maintained by an outside organization (e.g., health department, state agency)

  • Other, please specify: _______________

Vac2 3-2. How does your school collect vaccination information about your students? Select all that apply. {Display if Vac1 ≠ not applicable}

  • Paper forms completed by families

  • Digital forms submitted through an online portal

  • Direct communication with healthcare providers

  • Electronic health records integrated with school systems

  • Other, please specify: _______________

Vac3 3-3. Who at your school is responsible for making sure that students are up to date on their vaccinations? Select all that apply. {Display if Vac1 ≠ not applicable}

  • School nurse or nurse’s aide

  • Principal

  • Administrative staff other than the principal

  • School counselor

  • District-level staff or district-level health officials

  • Other staff, please specify: _________

Vac4 3-4. What does your school do if a student is not up-to-date on their vaccinations? Select all that apply.

  • Notify families about the vaccination requirements

  • Provide information on where to obtain vaccinations

  • Restrict the student’s participation in certain activities or events

  • Temporarily exclude the student from school until vaccinations are up to date

  • Implement a formal disciplinary review process

  • Report the situation to local health authorities

  • Other, please specify: _______________

Vac5 3-5. How does your school provide information to families about required vaccines? Select all that apply.

  • Direct communication with families (e.g., emails, phone calls)

  • Newsletters or other handouts

  • Offer on-site vaccination clinics or services

  • Information sessions with healthcare professionals

  • Discussions at parent-teacher conferences

  • Dedicated campaigns (e.g., posters around the school)

  • School website and social media

  • Other, please specify: ____________

  • We do not communicate with families about required vaccines

Vac6a 3-6. How easy or difficult has it been for you to get all students at your school to be up to date on their vaccinations?

  • Very easy

  • Somewhat easy

  • Somewhat difficultVery difficult

Vac6b 3-7

. How easy or difficult has it been for your school to get required vaccine records for all students at your school?

  • Very easy

  • Somewhat easy

  • Somewhat difficult

  • Very difficult

Vac7a 3-8. What barriers, if any, has your school experienced when collecting required vaccination records for all students? Select all that apply.

  • Insufficient communication with parents or guardians

  • Inadequate student tracking and follow-up systems

  • Limited school resources or funding for vaccination programs

  • Family language or cultural barriers affecting vaccination compliance

  • Families concerned about vaccine safety or misinformation

  • Resistance or reluctance from families to vaccinate their children for reasons other than safety or misinformation

  • Other, please specify: ____________

  • We have not faced any barriers getting required vaccination records for all students



Vac7b 3-9. What barriers has your school faced in getting all students up-to-date on their vaccinations? Select all that apply.

  • Lack of access to vaccination services or clinics

  • Insufficient communication with parents or guardians

  • Resistance or reluctance from families to vaccinate their children

  • Limited school resources or funding for vaccination programs

  • Inadequate tracking and follow-up systems

  • Language or cultural barriers affecting vaccination compliance

  • Concerns about vaccine safety or misinformation

  • Other, please specify: ____________

  • We have not faced any barriers getting all students up-to-date on their vaccinations

Vac8 3-10. Does your school or district provide families information about eligibility or enrollment in the following programs?

Yes

No

Vaccines for Children (VFC) Program



Medicaid



Free or reduced cost vaccinations for students



Vac9 3-11. Does your school or district have partnerships with any of the following public health agencies to promote or provide vaccinations for your students? Select all that apply.

  • Local health department

  • State health department

  • Federal health agencies (e.g., Center for Disease Control, Department of Health and Human Services)

  • Community health clinics

  • Non-profit health organizations

  • Other, please specify: ____________

  • We do not have partnerships with any public health agency to promote or provide vaccinations to our students

Vac10 3-12. To what extent do you agree or disagree with the following statement: “My school should be responsible for promoting vaccinations to all of our students.”

  • Strongly disagree

  • Disagree

  • Neither agree nor disagree

  • Agree

  • Strongly agree

Vac11 3-13. To what extent do you agree or disagree with the following statement: “My school should be responsible for promoting preventative health activities other than vaccinations (e.g., healthy eating, physical activity, adequate sleep) to our students.”

  • Strongly disagree

  • Disagree

  • Neither agree nor disagree

  • Agree

  • Strongly agree



School Pulse Panel April 2025 Survey

Transportation

{Display section if Inper_Resp or Inper = Yes}

Tran_gate . Please indicate which of the following modes of transportation are available for your students to travel to and from school.

Yes, this mode of transportation is available to our students

No, this mode of transportation is not available to our students

By school bus



By public transportation (e.g., subway, metro, city bus)



By bike, scooter, skateboard, or other similar means



By walking to school



By being dropped off/picked up by car



By driving their own car



Other



Tran11a. Is free or subsidized public transportation offered to students? {Display if Tran_gate = By public transportation}

  • Yes, to all students

  • Yes, to some students

  • No

Tran11b. Which of the following sources of funding have been used to provide free or subsidized public transportation to students? Select all that apply. {Display if Tran11a ≠ No}

  • Federal grants or other federal programs

  • State grants or other state programs

  • City, county or other local grants or other city, county, or local programs

  • District or school financial funding

  • Other, please specify: _____________

  • None of the above

  • Don’t know

Tran5_v2. Which of the following traffic calming measures immediately surround your school? Select all that apply.

Tran6_v2. Which of the following bike infrastructure immediately surround your school? Select all that apply.

  • Sharrow (painted lane marking indicating that bicycles and vehicles share a travel lane)

  • Bike Lane with a painted stripe

  • Buffered Bike Lane (i.e., painted buffer, bollard buffer)

  • Protected Bike Lane (i.e., median/curb separated, parking separating car and bike lanes)

  • Shared use path, off-street Bike Lane, or other trail

  • Raised/grade separated intersection crossings

  • Bike light (time separated crossing)

  • Other, please specify: ______

  • We have no bike infrastructure surrounding our school

Tran7a_v2. Which of the following bicycle parking are available on your school grounds? Select all that apply.

  • Bicycle racks

  • Bicycle lockers

  • Other, please specify: _____________________

  • Bicycle parking is not available on school grounds

Tran7c. Which of the following types of bicycle racks are available at your school? Select all that apply. {Display if Tran7a_v2 = Bicycle racks}

  • Bicycle racks that are mounted into the ground and hold the bicycle firmly

  • Bicycle racks that are mounted into the wall and hold the bicycle firmly

  • Bicycle racks that do not adequately secure the bicycle (e.g., bicycle racks that are not mounted, racks that do not allow bicycle locks, etc.)

  • Other, please specify: _______________

Tran13. What is the furthest distance students travel to your school?

  • Less than 1 mile

  • 1 to less than 5 miles

  • 5 to less than 20 miles

  • 20 miles or more

Tran14. To what extent do you agree of disagree with the following statement: “If the areas around my school had safer walking or biking infrastructure, more of my students would walk or bike to school.”

This infrastructure may include improved sidewalks, separated bicycle lanes, or additional traffic calming measures.

  • Strongly disagree

  • Moderately disagree

  • Neither agree nor disagree

  • Moderately agree

  • Strongly agree

Tran15. Which of the following concerns have your students or their families expressed about traveling by school bus during the 2024-25 school year? Select all that apply. {Display if Tran_gate = By school bus}

  • Not available when needed

  • Unreasonable travel times

  • Unreliable

  • Safety

  • Accessibility or accommodations for students with disabilities

  • We have not heard any concerns about students traveling by school bus

Tran16. What level of concern do you have about the following risks to your students’ safety commuting to and from school?

No concern

Slightly concerned

Somewhat concerned

Moderately concerned

Extremely concerned

Vehicle operating speeds on the roads surrounding your school






Reckless driving






Volume or traffic on roads surrounding your school






Number of lanes students cross to get to school






Visibility at crossing






Proximity of crossing






Crime around the school






Tran17. How familiar are you with the requirements listed in the Elementary and Secondary Education Act (ESEA) to support transportation for students living outside of their original district due to their experiencing homelessness?

  • Not at all familiar

  • Slightly familiar

  • Moderately familiar

  • Very familiar

Tran1719_open. Please tell us what you know about the Elementary and Secondary Education Act (ESEA) requirements to support transportation for students living outside of their original district due to their experiencing homelessness or foster care? {Display if Tran17≠ Not at all familiar}

Tran18. Do your school or district have a way of identifying students experiencing homelessness who are eligible for transportation provisions under ESEA?

  • Yes

  • No

  • Don’t know

Tran19. How familiar are you with the requirements listed in ESEA to support transportation for students living outside of their original district due to their being in foster care?

  • Not at all familiar

  • Slightly familiar

  • Moderately familiar

  • Very familiar

Tran20. Do your school or district have a way of identifying students in foster care who are eligible for transportation provisions under ESEA

  • Yes

  • No

  • Don’t know

Tran21. Does your school or district have a person who is responsible for coordinating transportation for your students experiencing homelessness or foster care?

  • Yes

  • No

  • Don’t know

Tran21_open. Tell us about the person who is responsible for coordinating transportation for your students experiencing homelessness or foster care including their position and whether they coordinate for students experiencing homelessness, foster care, or both?

Tran22. Does your school or district coordinate with your local child welfare agency to ensure your student(s) in foster care remain in their school of origin if it is determined it is in the best interest of the student?

  • Yes

  • No – my school does not have students in foster care

  • No – my school does have students in foster care, but the school or district does not coordinate with the local child welfare agency

Housing Instability

Hins1a. Have you received training by the school or district to identify students experiencing homelessness?

    • Yes

    • No

Hins1b. Did any of the following staff at your school receive training by the school or district to identify students experiencing homelessness?

Yes – all

Yes – some

No

This position is not offered at my school

Other school administrators (excluding yourself)





Teachers





Guidance counselors





Homeless liaisons





Other Staff







Hins2. How effective has the training you attended been at strengthening your school’s ability to serve students experience homelessness? {Display if Hins1a = yes}

    • Not at all effective

    • Slightly effective

    • Moderately Effective

    • Very Effective

Hins3. To what extent do you agree or disagree with the following statement: “My school is able to effectively identify students who may be experiencing homelessness.”?

    • Strongly disagree

    • Disagree

    • Neither agree nor disagree

    • Agree

    • Strongly agree

Hins4. Compared to last school year (2023-24), how has the percentage of students at your school who are experiencing homelessness changed?

  • It has decreased a lot

  • It has decreased a little

  • It has remained the same

  • It has increased a little

  • It has increased a lot

  • Not applicable – my school did not have any students experiencing homelessness this year or last


School Preparedness and Safety Procedures

Prep1 2-1. How often does your school update its emergency operations plan (EOP)?

  • Never

  • Only after an emergency occurs

  • Every few years

  • Annually

  • Twice a year

  • More than twice a year

Prep2 2-2. How often does your school collaborate with local public/private health agencies to evaluate the school's emergency prevention measures?

  • Never

  • Only after an emergency occurs

  • Every few years

  • Annually

  • Twice a year

  • More than twice a year

Prep3 2-3. How often do you send communications to parents about emergency operations plans?

  • Never

  • Annually

  • Monthly

  • Twice a month

  • Weekly

Prep4 2-4. Please indicate whether your school receives input from any of the following local community partners regarding your emergency operation plan.

Yes

No

Healthcare providers (e.g., local physicians, nurses)



Law enforcement groups (e.g., local police or bureau of investigation)



Local or state department of health representatives



Local media groups



Local emergency management services



Local social services providers



Other, please specify: ________



Prep5 2-5. Does your school website include a page where parents/guardians can review the school's emergency operations plan, response protocols, and/or procedures?

  • Yes

  • No



Prep6 2-6. Does your school have a dedicated person who is responsible for coordinating and managing emergency preparedness?

  • Yes

  • No

CS3 2-7a. Does your school have a written plan (e.g., emergency operations plans (EOP)) that describes procedures to be performed in the following scenarios?

Yes

No

Active Shooter



Natural disasters (e.g., earthquakes, tornadoes)



Hostages



Bomb threats or incidents



Chemical, biological, or radiological threats or incidents

(e.g., release of mustard gas, anthrax, smallpox, or radioactive materials)



Suicide threats or incidents



Pandemic disease



Post-crisis reunification of students with their families



CS3a 2-7b. How often does your school review each of the following written plans with staff?

{Display rows CS3a selections}

Never

Only after an emergency

Every few years

Annually

Twice a year

More than twice a year

Active Shooter







Natural disasters (e.g., earthquakes, tornadoes)







Hostages







Bomb threats or incidents







Chemical, biological, or radiological threats or incidents (e.g., release of mustard gas, anthrax, smallpox, or radioactive materials)







Suicide threats or incidents







Pandemic disease







Post-crisis reunification of students with their families







CS4a 2-8a. During the 2024-25 school year, has your school drilled (or will it drill) students on the use of the following emergency procedures or drills?

Yes

No

Evacuation (i.e., students and staff are required to leave the building due to an incident)



Lockdown (i.e., securing the school building and grounds during incidents that pose an immediate threat of violence)



Shelter-in-place (i.e., students and staff are required to remain indoors because it is safer inside the building or a room than outside)



Active assailant drill (i.e., a real-time simulation of someone on campus who poses a serious threat of violence)





CS4b 2-8b. How often does (or will) your school drill students in these emergency procedures?

{Display based on responses to CS4a}

Every other school year or less frequently

Once a school year

Twice a school year

3-5 times a school year

6 – 8 times a school year

Nine or more times a school year

Evacuation (i.e., students and staff are required to leave the building due to an incident)







Lockdown (i.e., securing the school building and grounds during incidents that pose an immediate threat of violence)







Shelter-in-place (i.e., students and staff are required to remain indoors because it is safer inside the building or a room than outside)







Active assailant drill (i.e., a real-time simulation of someone on campus who poses a serious threat of violence)







CS13 2-9. How prepared do you feel your school is to deal with the following emergency events?


Very prepared

Somewhat prepared

Somewhat unprepared

Very unprepared

Active shooters





Active armed individuals with a weapon other than a firearm





Intruders (e.g., unauthorized persons entering the premises)





Shooting threats (e.g., in-person verbal threats, threats made via social media)





Bomb threats or incidents





Suicide threats or incidents





Pandemic diseases





Natural disasters (e.g., earthquakes, tornadoes, hurricanes, floods, wildfires)





Inclement weather (e.g., extreme heat, snowstorms, ice storms)





Chemical or industrial hazards (e.g., industrial plant explosions, hazardous materials within or outside of the school, gas leaks)





Utility or systems failures (e.g., power or water outages, air conditioning outages)







CS1 2-10. During the 2024-25 school year, is it a practice at your school to do the following?

Yes

No

Require visitors to sign or check in and wear badges



Control access to school buildings during school hours (e.g., locked or monitored doors, loading docks)



Control access to school grounds during school hours (e.g., locked or monitored gates)



Equip classrooms with locks so that doors can be locked from the inside



Close the campus for most or all students during lunch



Have “panic button(s)” or silent alarm(s) that directly connect to law enforcement in the event of an incident



Provide an electronic notification system that notifies parents in case of a school-wide emergency



Require faculty and staff to wear badges or picture IDs



Use one or more security cameras to monitor the school



Provide two-way radios to all or select staff



Require metal detector checks on all or most students every day



Perform random metal detector checks on students



Perform one or more random sweeps (e.g., locker checks, dog sniffs) for contraband (e.g., drugs or weapons)



Require students to wear uniforms



Enforce a strict dress code



Require clear book bags or ban book bags on school grounds



Provide a structured anonymous or confidential threat reporting system (e.g., tip line, online submission, telephone hotline, or written submission via drop box)



Require students to wear badges or picture IDs



Prohibit non-academic use of cell phones or smartphones during school hours



CS5a 2-11a. During the 2024–25 school year, does your school have a behavioral threat assessment team or any other formal group of persons to identify students who might be a potential risk for violent or harmful behavior (toward themselves or others)?

  • Yes

  • No

CS5b 2-11b. Have any students been found to be a potential risk for violent or harmful behavior (toward themselves or others)? {Display if CS5a = YES}

Yes

No

Toward themselves



Toward others



CS_more 2-12. We’d like to learn more about you school’s emergency preparedness and safety procedures for the 2024-25 school year. In the space below, please share any other information you would like us to know about this topic.

This item is optional.  

Shape35















































































School Pulse Panel May 2025 Survey

Student Behavior

SB2_24 1-1. To what extent do you agree or disagree with the following statement:

“The COVID-19 pandemic and its lingering effects continue to negatively impact the behavioral development of students at my school.”

  • Strongly disagree

  • Disagree

  • Neither agree nor disagree

  • Agree

  • Strongly agree

SB3_24 1-2. To what extent do you agree or disagree with the following statement:

“The COVID-19 pandemic and its lingering effects continue to negatively impact the socioemotional development of students at my school.”

  • Strongly disagree

  • Disagree

  • Neither agree nor disagree

  • Agree

  • Strongly agree

SB11_24 1-3. Compared to your typical behavioral expectations for students in their grade, please indicate how MOST students in each grade or grade equivalent at your school behaved during this school year.

{Display based on responses to Grades}

We do not enroll students in this grade

Behaved worse than expected

Behaved as expected

Behaved better than expected

Kindergarten





1st grade





2nd grade





3rd grade





4th grade





5th grade





6th grade





7th grade





8th grade





9th grade





10th grade





11th grade





12th grade









SB8 1-4. To the best of your knowledge, how often did the following types of student behaviors occur at your school during the 2024-25 school year?


Happened daily

Happened at least one a week

Happened at least once a month

Happened on occasion

Never happened

Physical attacks or fights between students






Threats of physical attacks or fights between students






Bullying






Distribution, possession, or use of illegal drugs






Distribution, possession, or use of alcohol






Distribution, possession, or use of tobacco products (cigarettes, vapes, e-cigarettes)






Vandalism






SB9 1-5. To the best of your knowledge, how often did the following student behaviors directed at teachers or staff occur at your school during the 2024-25 school year?


Happened daily

Happened at least one a week

Happened at least once a month

Happened on occasion

Never happened

Student threats to injure a teacher or staff member






Student physical attacks of a teacher or staff member






Student verbal abuse of teachers or staff members






Student acts of disrespect towards teachers or staff members other than verbal abuse






CS14 1-6. To the best of your knowledge, thinking about how problems that can occur anywhere (both at your school and away from school), how often does cyberbullying among students who attend your school occur?

  • Happens daily

  • Happens at least once a week

  • Happens at least once a month

  • Happens on occasion

  • Never happens



The next two items will ask you about how certain student behaviors have impacted 1) teacher and staff morale and then 2) student learning at your school during the 2024-25 school year.

SB10 1-7. To what extent, if any, have the following student behaviors negatively impacted teacher and staff morale at your school this year?

No negative impact

Limited negative impact

Moderate negative impact

Severe negative impact

Students cutting class





Student tardiness





Use of cell phones, computers and other electronic devices when not permitted





Students being disruptive outside of the classroom (e.g., yelling or running in the hallways, lunchroom)





Students being disruptive in the classroom (e.g., calling out, talking to others during instruction, getting out of seat when not allowed, leaving classroom)





Lack of focus or inattention from students





Students having trouble working with partners or in small groups





Students not doing individual work





Students being academically unprepared for school (e.g., not doing homework, not bringing necessary supplies)





Students being physically unprepared for school (e.g., lack of sleep, not eating before school)





SB11 1-8. To what extent, if any, have the following student behaviors negatively impacted learning at your school this year?

No negative impact

Limited negative impact

Moderate negative impact

Severe negative impact

Students cutting class





Student tardiness





Use of cell phones, computers and other electronic devices when not permitted





Students being disruptive outside of the classroom (e.g., yelling or running in the hallways, lunchroom)





Students being disruptive in the classroom (e.g., calling out, talking to others during instruction, getting out of seat when not allowed, leaving classroom)





Lack of focus or inattention from students





Students having trouble working with partners or in small groups





Students not doing individual work





Students being academically unprepared for school (e.g., not doing homework, not bringing necessary supplies)





Students being physically unprepared for school (e.g., lack of sleep, not eating before school)







CS2 1-9. As of today, have any of the following contraband items been confiscated from students at your school during the 2024-25 school year?


Yes

No

Firearms



Explosive devices



Tasers or stun guns



Knives or other sharp objects that are used as a weapon



Blunt objects that can be used as weapon (e.g., brass knuckles)



Aerosol sprays (e.g., Mace, pepper spray)



Other weapons



Illegal drugs or drug paraphernalia



Prescription drugs



Alcohol



Tobacco products or paraphernalia (e.g., cigarettes, vaping products)



SB6 1-10. Does your school need more of any of the following to better support student behavior and development? Select all that apply.

  • More training on classroom management strategies

  • More training on supporting students’ socioemotional development

  • More teachers and/or staff need to be hired

  • More support for student and/or staff mental health

  • Other, please specify _________________

  • None of the above

SB_more 1-11. We’d like to learn more about schools’ experiences with student behavior and discipline. In the space below, please share any information you would like us to know on this topic. Shape36



Tutoring

Tutoring_gate 2-1. At any time during this school year, which of the following types of tutoring, if any, were students at your school provided? Select all that apply.

  • High-dosage tutoring (also known as evidence-based or high-quality tutoring): A method of tutoring in which the same student(s) receive(s) tutoring:

    • three or more times per week

    • for at least 30 minutes per session,

    • in sessions that are one-on-one or with small groups,

    • that is provided by educators or well-trained tutors who have received specific training in tutoring practices,

    • that aligns with evidence-based core curriculum or programs, AND

    • is NOT drop-in homework help {display HDT items if selected}

  • Standard tutoring: A less intensive method of tutoring in which the same student(s) receive(s) tutoring:

    • any number of times per week OR on an as-needed (drop-in) basis

    • in sessions with no minimum length of time

    • in sessions that may be one-on-one or involve any number of other students, and

    • that is provided by educators who may or may not have received specific training in tutoring practices {display SDT items if selected}

  • Self-paced tutoring: A method of tutoring in which a student works on their own, typically online, where they are provided guided instruction that allows them to move on to new material after displaying mastery of content. {display SPT items if selected}

  • On-demand online tutoring: A method of tutoring in which a school partners with or contracts out services to an external online tutoring program or company that offers 24/7 support, is led by qualified tutors (e.g., certified teachers, subject-matter experts), and is available on-demand for students to access. {display ODT items if selected}

  • Other method(s) of tutoring, please specify: _________________

  • No tutoring was provided to students by our school

The following items ask about high-dosage tutoring at your school during the 2024-25 school year.

If your school offers multiple types of tutoring programs, we will ask about those programs separately later in the survey.



HDTf1 2-2. Compared to the beginning of the school year, has the number of students who needed high-dosage tutoring…?

  • Increased

  • Decreased

  • Remained the same

HDTf2 2-3. Compared to the beginning of the school year, has your school’s ability to provide high-dosage tutoring…?

  • Increased

  • Decreased

  • Remained the same

HDTf3 2-4. Which of the following factors have led to the increase in your school’s ability to provide high-dosage tutoring? Select all that apply. {Display if HDTf2 = “increased”}

  • Changes in the number of students who need high-dosage tutoring

  • Changes in the number of staff available to support high-dosage tutoring

  • Changes in the funding used to support high-dosage tutoring

  • Changes in the amount of time available for high-dosage tutoring

  • Changes in the amount of space available for high-dosage tutoring

  • Changes in the availability of materials and resources needed to support high-dosage tutoring

  • Other, please specify: ____________

HDTf4 2-5. Which of the following factors have led to the decrease in your school’s ability to provide high-dosage tutoring? Select all that apply. {Display if HDTf2 = “decreased”}

  • Changes in the number of students who need high-dosage tutoring

  • Changes in the number of staff available to support high-dosage tutoring

  • Changes in the funding used to support high-dosage tutoring

  • Changes in the amount of time available for high-dosage tutoring

  • Changes in the amount of space available for high-dosage tutoring

  • Changes in the availability of materials and resources needed to support high-dosage tutoring

  • Other, please specify: ____________

The following items ask about standard tutoring at your school during the 2024-25 school year.

If your school offers multiple types of tutoring programs, we will ask about those programs separately later in the survey.



SDTf1 2-6. Compared to the beginning of the school year, has the number of students who needed standard tutoring…?

  • Increased

  • Decreased

  • Remained the same

SDTf2 2-7. Compared to the beginning of the school year, has your school’s ability to provide standard tutoring…?

  • Increased

  • Decreased

  • Remained the same

SDTf3 2-8. Which of the following factors have led to the increase in your school’s ability to provide standard tutoring? Select all that apply. {Display if SDTf2 = “increased”}

  • Changes in the number of students who need standard tutoring

  • Changes in the number of staff available to support standard tutoring

  • Changes in the funding used to support standard tutoring

  • Changes in the amount of time available for standard tutoring

  • Changes in the amount of space available for standard tutoring

  • Changes in the availability of materials and resources needed to support standard tutoring

  • Other, please specify: ____________

SDTf4 2-9. Which of the following factors have led to the decrease in your school’s ability to provide standard tutoring? Select all that apply. {Display if SDTf2 = “decreased”}

  • Changes in the number of students who need standard tutoring

  • Changes in the number of staff available to support standard tutoring

  • Changes in the funding used to support standard tutoring

  • Changes in the amount of time available for standard tutoring

  • Changes in the amount of space available for standard tutoring

  • Changes in the availability of materials and resources needed to support standard tutoring

  • Other, please specify: ____________

The following items ask about self-paced tutoring at your school during the 2024-25 school year.

If your school offers multiple types of tutoring programs, we will ask about those programs separately later in the survey.



SPTf1 2-10. Compared to the beginning of the school year, has the number of students who needed self-paced tutoring…?

  • Increased

  • Decreased

  • Remained the same

SPTf2 2-11. Compared to the beginning of the school year, has your school’s ability to provide self-paced tutoring…?

  • Increased

  • Decreased

  • Remained the same

SPTf3 2-12. Which of the following factors have led to the increase in your school’s ability to provide self-paced tutoring? Select all that apply. {Display if SPTf2 = “increased”}

  • Changes in the number of students who need self-paced tutoring

  • Changes in the funding used to support self-paced tutoring

  • Changes in the amount of time available for self-paced tutoring

  • Changes in the amount of space available for self-paced tutoring

  • Changes in the availability of materials and resources needed to support self-paced tutoring

  • Other, please specify: ____________

SPTf4 2-13. Which of the following factors have led to the decrease in your school’s ability to provide self-paced tutoring? Select all that apply. {Display if SPTf2 = “decreased”}

  • Changes in the number of students who need self-paced tutoring

  • Changes in the funding used to support self-paced tutoring

  • Changes in the amount of time available for self-paced tutoring

  • Changes in the amount of space available for self-paced tutoring

  • Changes in the availability of materials and resources needed to support self-paced tutoring

  • Other, please specify: ____________

The following items ask about on-demand online tutoring at your school during the 2024-25 school year.

ODTf1 2-14. Compared to the beginning of the school year, has the number of students who needed on-demand online tutoring…?

  • Increased

  • Decreased

  • Remained the same

ODTf2 2-15. Compared to the beginning of the school year, has your school’s ability to provide on-demand online tutoring…?

  • Increased

  • Decreased

  • Remained the same

ODTf3 2-16. Which of the following factors have led to the increase in your school’s ability to provide on-demand online tutoring? Select all that apply. {Display if ODTf2 = “increased”}

  • Changes in the number of students who need on-demand online tutoring

  • Changes in the funding used to support on-demand online tutoring

  • Changes in the amount of time available for on-demand online tutoring

  • Changes in the amount of space available for on-demand online tutoring

  • Changes in the availability of materials and resources needed to support on-demand online tutoring

  • Other, please specify: ____________

ODTf4 2-17. Which of the following factors have led to the decrease in your school’s ability to provide on-demand online tutoring? Select all that apply. {Display if ODTf2 = “decreased”}

  • Changes in the number of students who need on-demand online tutoring

  • Changes in the funding used to support on-demand online tutoring

  • Changes in the amount of time available for on-demand online tutoring

  • Changes in the amount of space available for on-demand online tutoring

  • Changes in the availability of materials and resources needed to support on-demand online tutoring

  • Other, please specify: ____________

Tutoring4 2-18. How effective has each tutoring program been in improving student outcomes during this school year?

{Display based on Tutoring_gate responses}

Not at all effective

Slightly effective

Moderately effective

Very effective

Extremely effective

High-dosage tutoring






Standard tutoring






Self-paced tutoring






On-demand online tutoring






Other methods of tutoring






HDTno 2-19. Which of the following are reasons why your school has not implemented high-dosage tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ HDT}

  • Implementing high-dosage tutoring is not a priority for our school

  • There are not enough students at my school who require high-dosage tutoring

  • Time limitations (i.e., cannot find enough time to support high-dosage tutoring)

  • Space limitations (i.e., do not have the physical space to support high-dosage tutoring)

  • Lack of educational materials to support high-dosage tutoring

  • Cannot find staff to support high-dosage tutoring

  • Lack of, or reductions in, funding to support high-dosage tutoring

  • Other, please specify: __________________

SDTno 2-20. Which of the following are reasons why your school has not implemented standard tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ SDT}

  • Implementing standard tutoring is not a priority for our school

  • There are not enough students at my school who require standard tutoring

  • Time limitations (i.e., cannot find enough time to support standard tutoring)

  • Space limitations (i.e., do not have the physical space to support standard tutoring)

  • Lack of educational materials to support standard tutoring

  • Cannot find staff to support standard tutoring

  • Lack of, or reductions in, funding to support standard tutoring

  • Other, please specify: __________________

SPTno 2-21. Which of the following are reasons why your school has not implemented self-paced tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ SPT}

  • Implementing self-paced tutoring is not a priority for our school

  • There are not enough students at my school who require self-paced tutoring

  • Time limitations (i.e., cannot find enough time to support self-paced tutoring)

  • Space limitations (i.e., do not have the physical space to support self-paced tutoring)

  • Lack of educational materials to support self-paced tutoring

  • Lack of, or reductions in, funding to support self-paced tutoring

  • Other, please specify: __________________

ODTno 2-22. Which of the following are reasons why your school has not implemented on-demand online tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ ODT}

  • Implementing on-demand online tutoring is not a priority for our school

  • There are not enough students at my school who require on-demand online tutoring

  • Time limitations (i.e., cannot find enough time to support on-demand online tutoring)

  • Space limitations (i.e., do not have the physical space to support on-demand online tutoring)

  • Lack of educational materials to support on-demand online tutoring

  • Lack of, or reductions in, funding to support on-demand online tutoring

  • Other, please specify: __________________

Tutoring_more 2-23. We’d like to learn more about your school’s experiences offering tutoring programs during the 2024-25 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.

Shape37













































School Pulse Panel June 2025 Survey

Learning Strategies & Recovery

SR2a. Approximately what percentage of students at your school will or have ENDED the 2024-25 school year behind grade level in at least one academic subject?

  • _____ percent of students

  • Don’t Know

SR2c. In which of the following academic subjects did students at your school end the 2024-25 school year behind grade level? {Display if SR2a > 0}

No students were behind grade level in this subject

At least some students were behind grade level in this subject

Not Applicable – this subject is not offered at my school

Not Applicable – we do not have this type of data in this subject area

English or Language Arts





Mathematics





Sciences (e.g., general science, biology, chemistry, etc.)





Computer Science





Foreign Language





Social Studies





SR3a. As of today, what strategies have your school used to support learning recovery for students? Select all that apply.

  • Tailored accelerated instruction (i.e., teacher-led individualized learning, using new, grade-level content to teach prior-grade concepts or skills)

  • Remedial instruction (i.e., using content from prior years to teach concepts or skills)

  • Identifying individual student academic needs with diagnostic assessment data

  • Identifying individual student academic needs with formative assessment data

  • Extending class time spent on targeted subject areas during the school day

  • Extending the school day to accommodate learning recovery activities

  • Extending the school week to accommodate learning recovery activities

  • Extending the school year to accommodate learning recovery activities

  • Professional development for teachers/staff on learning recovery

  • Family workshops to provide techniques and guidance to support learning recovery

  • Family engagement/outreach activities (e.g., home visits, communicating via text apps, video conference meetings, etc.)

  • Hiring additional educators to provide more small-group and individual instruction

  • Other, please specify: ___________

  • We have not implemented any strategies to support learning recovery

SR3b. How effective have these strategies been in supporting pandemic-related learning recovery for your students during the 2024-25 school year?

{Rows populate based on answers in SR3a}

Not at all effective

Slightly effective

Moderately Effective

Very Effective

Extremely Effective

Tailored accelerated instruction (i.e., teacher-led individualized learning, using new, grade-level content to teach prior-grade concepts or skills)






Remedial instruction (i.e., using content from prior years to teach concepts or skills)






Identifying individual student academic needs with diagnostic assessment data






Identifying individual student academic needs with formative assessment data






Extending class time spent on targeted subject areas during the school day






Extending the school day to accommodate learning recovery activities






Extending the school week to accommodate learning recovery activities






Extending the school year to accommodate learning recovery activities






Professional development for teachers/staff on learning recovery






Family workshops to provide techniques and guidance to support learning recovery






Family engagement/outreach activities (e.g., home visits, communicating via text apps, video conference meetings, etc.)






Hiring additional educators to provide more small-group and individual instruction






SR_more. We’d like to learn more about your school’s experiences with students’ learning recovery during the 2024-25 school year. In the space below please share any other information you would like us to know on this topic.

Shape38



Absenteeism

ABS7end. What is (or was) the average daily attendance rate for your school for the 2024-25 school year?

An attendance rate is the percentage of your students who are present for school.

  • _____%

Next, we are interested in chronic absenteeism at your school during the 2024-25 school year. You may either report the percentage or number of students who were chronically absent this school year. Please only respond to one of the next two items you see.

ABS1_p. During the 2024-25 school year, approximately what percentage of students at your school have been chronically absent? Include excused and unexcused absences.

Chronic absenteeism is defined as students who are absent for at least 10 percent of the school year

  • ____ percent of students chronically absent

OR

ABS1_c. During the 2024-25 school year, approximately how many students at your school have been chronically absent for the 2024-25 school year?

Chronic absenteeism is defined as students who are absent for at least 10 percent of the school year

____ number of students chronically absent



ABS2z. Compared to LAST school year (2023-24), how have student absences at your school changed during the 2024-25 school year? Include excused and unexcused absences.

  • Student absences have decreased a lot

  • Student absences have decreased a little

  • Student absences have remained about the same

  • Student absences have increased a little

  • Student absences have increased a lot



ABS3b. Compared to LAST school year (2023-24), how have teacher absences at your school changed during the 2024-25 school year? Include planned and unplanned absences.

  • Teacher absences have decreased a lot

  • Teacher absences have decreased a little

  • Teacher absences have remained about the same

  • Teacher absences have increased a little

  • Teacher absences have increased a lot









ABS4b. Compared to LAST school year (2023-24), how easy or difficult has it been for your school to get substitute teachers during the 2024-25 school year?

  • Much easier

  • Somewhat easier

  • About the same

  • Somewhat more difficult

  • Much more difficult

ABS5a. During the 2024-25 school year, how has your school covered classes when there are teacher absences and you cannot find a substitute teacher? Select all that apply.

  • Administrators cover classes

  • Staff who are not regular classroom teachers (e.g., media specialists, paraprofessionals, coaches, interventionists, etc.) cover classes

  • Other teachers cover classes during their prep periods

  • Separate sections or classes are combined into one room

  • Cancel classes

  • Other, please specify: ________________

  • Not Applicable – my school has always been able to find substitute teachers

ABS5b. During the 2024-25 school year, how frequently has your school needed to use the alternative class coverage strategies you indicated above? {Display if ABS5a ≠ N/A}

  • Very Rarely

  • Rarely

  • Occasionally

  • Very Frequently

  • Always

ABS6. We’d like to learn more about schools’ experiences with student, teacher, and staff absences. In the space below, please share any information you would like us to know on this topic.

Shape39 This item is optional.  



ABS16. Which of the following, if any, were reasons that students at your school missed too much school this year? Select all that apply.

  • Students at my school did not miss too much school

  • Bullying

  • Food insecurity

  • Instruction was perceived to not be interesting or relevant

  • Lack of access to health care

  • Lack of relationships to adults at the school

  • Lack of relationships to peers at school

  • Lack of routine

  • Mental health issue

  • Physical illness

  • Staying home unnecessarily for minor symptoms

  • Student apathy

  • Taking care of siblings

  • Transportation issues

  • Unstable housing

  • Violence in the community

  • Work schedule conflicts with school

  • Other, please specify: _________________



ABS17a. Does your school use a universal screening tool* that utilizes student-level data to systematically identify students at-risk?

*Universal screening tools may be referred to as Early Warning Systems (EWS), Early Identification Systems (EIS), or Early Warning Intervention and Monitoring System (EWIMS), among other similar titles.

  • Yes

  • No

ABS17b. Which of the following data are used in your school’s universal screening tool to identify students who might be at-risk and require intervention? {Display if ABS17a = Yes}

  • Poor attendance

  • Poor course performance (i.e., low grades)

  • Low achievement test scores

  • Signs or symptoms of mental health or socio-emotional issues

  • Behavioral issues or referrals

  • Signs of high mobility (i.e., frequent address changes)

  • Interactions with the criminal justice system

  • Other, please specify: _________

ABS17c. Which of the following actions occur when a student has been identified for poor attendance in your school’s early warning system? {Display if ABS17b = poor attendance}

  • Notification sent to parent/guardian about student’s poor attendance

  • Meeting of teachers and administrators

  • Meeting of parents and school staff

  • Develop an intervention plan

  • Assign a case manager

  • Assign an adult mentor

  • Arrange access to social services

  • Refer to student support team

  • Assign to a dropout prevention program

  • Other, please specify: ____________

ABS11a. Did your school use any of the following strategies to improve student attendance during the 2024-25 school year?

Yes

No


Incentives for students (e.g., perfect attendance awards, school-wide recognition)




Increased communication with parents when the days a student is absent reaches a certain number




At-home visits by school or district personnel




Increased communication about the importance of school attendance to students and parents (e.g., through newsletters, text messages, postcards)




Use of support services (e.g., Positive Behavioral Interventions and Supports [PBIS] team, attendance teams)




Adult-student mentoring programs




Peer mentoring programs




Use of legal system services (e.g., truancy officers, department of child services, wellness checks)




Efforts to build a supportive environment for students (e.g., improving school culture/morale, implementing wellness programs)




Changes to school calendar (e.g., 4-day school week, extended school breaks)




ABS11b. How effective was each strategy at improving student attendance?

{display rows based on responses to ABS11a}

Not at all effective

Slightly effective

Moderately Effective

Very Effective

Extremely Effective

Incentives for students (e.g., perfect attendance awards, school-wide recognition)






Increased communication with parents when the days a student is absent reaches a certain number






Increased communication about the importance of school attendance to students and parents (e.g., through newsletters, text messages, postcards)






Use of support services (e.g., PBIS team, attendance teams)






Adult-student mentoring programs






Peer mentoring programs






Use of legal system services (e.g., truancy officers, department of child services, wellness checks)






Efforts to build a supportive environment for students (e.g., improving school culture/morale, implementing wellness programs)






Changes to school calendar (e.g., 4-day school week, extended school breaks)






ABS12a. Did your school use any of the following strategies to improve teacher and non-teaching staff attendance during the 2024-25 school year?

Yes

No

Incentives for staff (e.g., financial bonuses or rewards, school-wide recognition, “jeans days”)



Efforts to build a supportive environment for staff (e.g., improving school culture/morale, implementing wellness programs, reducing paperwork)



Allowing more flexibility with leave time (e.g., partial day leave, mental health days use as sick days)



Disciplinary actions (e.g., implement performance improvement plan, letter in personnel file)



Changes to school calendar (e.g., 4-day school week)



Changes to daily work schedule (e.g., more dedicated prep time, reduced teaching time)



ABS12b. How effective was each strategy at improving teacher and non-teaching staff attendance?

{display rows based on responses to ABS12a}

Not at all effective

Slightly effective

Moderately Effective

Very Effective

Extremely Effective

Incentives for staff (e.g., financial bonuses or rewards, school-wide recognition, “jeans days”)






Efforts to build a supportive environment for staff (e.g., improving school culture/morale, implementing wellness programs, reducing paperwork)






Allowing more flexibility with leave time (e.g., partial day leave, mental health days use as sick days)






Changes to school calendar (e.g., 4-day school week)






Changes to daily work schedule (e.g., more dedicated prep time, reduced teaching time)








ABS13. Approximately how often does your school share absence data with your district or state?

We do not share absence data with this entity

Daily

Weekly

Twice a month

Less than monthly

Share with district






Share with state








ABS14a. Does your school collect details on the reason(s) for a student’s absence, beyond whether the absence was excused versus unexcused?

  • Yes

  • No

ABS14b. Does your school collect information on the following medical reasons why students are absent? {Display if ABS14a = Yes}

Yes

No

Fever (alone or in conjunction with any of the below illnesses)



General respiratory illness (i.e., student has a cough/runny nose, but no specific diagnosis)



COVID-19



Gastrointestinal illness (e.g., nausea/vomiting and/or diarrhea)



Mental health



Other excused medically related absence (e.g., doctor appointment)



ABS14c. Does your school share data on reasons why students are absent (beyond excused versus unexcused totals) with any of the following entities? {Display if ABS14a = Yes}

Yes

No

The school district



The state education agency



The state department of health



The county department of health



Local healthcare systems/clinics







ABS15. Does your school collaborate with any health entities (e.g., the department of health or a local hospital/clinic) to collect data on student health, for example, reasons for absence?

  • Yes

  • No

Learning Modes

Learning24gate. Did your school offer in-person learning for students during the 2024-25 school year?

  • Yes

  • No

Learning24a. During this school year, did any of the following reasons cause your school to cancel in-person learning on short or unexpected notice for at least one day? {Display if Learning24gate = Yes}

Yes

No

Excessive illness among students



Excessive illness among staff



Excessive illness in the general community (e.g., COVID-19, Influenza)



Excessive staff absence (non-illness related)



Excessive student absence (non-illness related)



Safety concerns due to violence (e.g., threats made against the school)



Safety concerns due to other factors (e.g., fire at nearby building, industrial issue impacting air quality)



Weather event or natural disaster



Other, please specify: ______________





Learning24b. When you had to cancel in-person learning, how many days did you do the following? {Display if ANY of Learning24a = yes}

  • Switch to virtual learning: _________ days

  • Not hold any classes: ________days



Learning25. Do you use any of the following methods to inform families and staff of unplanned closures or a change to virtual learning? {Display if Learning24gate = Yes}

Yes

No

Automated phone calling system or school telephone tree



Email



Facebook



Instagram



Local news media



School text messaging service



X (formerly Twitter)



Other dedicated school app









Operations Follow-up

As this is the last month for 2024-25 School Pulse Panel (SPP), we are interested in learning about your experiences as a participant in the School Pulse Panel.

Par2. Were any of the following motivating factors for why you responded to a monthly SPP survey? Select all that apply.

  • The survey seemed to be a reasonable length

  • I was interested in the monthly topics

  • The reimbursement {Display if SCHFLAG = 1 OR 2}

  • I wanted to contribute to educational research

  • I wanted to provide data that could inform educational policy decisions

  • Other, please specify: _________

  • None of the above

Par1. If you did not participate in every monthly collection (August 2024-June 2025), why did you participate in one or some monthly collections but not others? Select all that apply.

  • My school participated in every monthly collection between August 2024 and June 2025

  • Time constraints

  • I did not receive the communications

  • The monthly question topics determined my interest in participating for a given month

  • I was tired of participating

  • I did not see the benefit to me or my school for participating

  • I was advised to stop participating by our district

  • I did not receive reimbursement in a timely manner {Display if SCHFLAG = 1 OR 2}

  • The monthly reimbursement amount of $200 was not high enough {Display if SCHFLAG = 1 OR 2}

  • Other, please specify: ______________

Sur1. Overall, how easy or difficult was it for you to complete an SPP monthly survey?

  • Very easy

  • Easy

  • Neither easy nor difficult

  • Difficult

  • Very difficult

Sur1a. What challenges, if any, did you experience completing the monthly surveys? Select all that apply.

  • I did not experience any challenges completing monthly surveys

  • Finding time to complete the survey

  • Difficulty answering items because data were not readily available

  • The two-week collection window was not long enough

  • Required coordination with other school or district staff to answer items

  • Difficulty finding the communications which contained the URL link to the survey

  • Other, please specify: ____________





DC1. You were given two weeks to complete each monthly survey. Was this a long enough timeframe to complete the survey?

  • Yes

  • No

DC2. Did you feel the length of the surveys and the time necessary to complete each one was reasonable to do on a monthly basis?

  • Yes

  • No



2


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