MCIEA School Quality Measures Dashboard Overview Browse Analyze

Category 3

Resources

Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.

Subcategory 3A

Facilities & Personnel

Approval

Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.

4 / 5

school data sources

0%

of students responded

100%

of teachers responded

Measure 3A-i

Physical Space & Materials
Approval

Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.

  • How adequate is your access to the materials you need to effectively teach?
  • How adequate is your access to the technology you need to effectively teach?
  • How adequate is the support you receive for using technology?
  • How sufficient is the physical space for in-school activities?
  • How well-maintained are school facilities?

  • Average class size

Measure 3A-ii

Content Specialists & Support Staff
Growth

Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.

  • When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?
  • When you need help learning something, is there an adult at school other than your teacher who can work with you?

  • How adequate is the number of non-teaching support staff?
  • Overall, how effective is the support students receive from non-teaching staff?
  • How often are non-teaching support staff available for students with non-academic issues?
  • How often are non-teaching support staff available for students who are struggling academically?

  • Student to guidance counselor ratio (HS only)  
  • Student to mental health counselor ratio
  • Student to instructional support staff ratio
  • Student to art teacher ratio

Subcategory 3B

Learning Resources

Growth

Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.

1 / 1

school data sources

0%

of students responded

100%

of teachers responded

Measure 3B-i

Curricular Strength & Variety
Growth

Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.

  • Overall, how rigorous is the curriculum that you are expected to teach?
  • How coherent is the curriculum that you are expected to teach?
  • If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
  • How well-rounded is the curriculum that you and your colleagues teach?

  • Percent graduates completing MassCORE (HS only)  
  • Percent juniors and seniors enrolled in one AP (HS only)  
  • Percent AP test takers scoring 3 or higher (HS only)  
  • Student to number of courses ratio (HS only)  
  • Student to number of electives ratio (completely free choice) (HS only)  
  • Percent students of color completing advanced coursework (HS only)  

Measure 3B-ii

Cultural Responsiveness
Growth

Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.

  • In your classes, how often do you see people like you represented in what you study?
  • In your classes, how often do you see many different kinds of people represented in what you study?
  • How valued do you think all students' home cultures and languages are in the school curriculum?
  • How valued do you think your home culture and language are in the school curriculum?

  • How often do you use teaching strategies to facilitate learning among culturally diverse students?
  • How motivated are you to integrate culturally diverse content in your classroom?
  • How often do you integrate culturally diverse content into your teaching?
  • How able are you to integrate material from different cultures into your instruction?

  • Teacher-student parity index: teachers of color/ students of color

Measure 3B-iii

Co-Curricular Activities
Insufficient Data

Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).

  • Student to co-curricular activities ratio (HS only)  

Subcategory 3C

Community Support

Growth

Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.

N / A

school data sources

0%

of students responded

100%

of teachers responded

Measure 3C-i

Family-School Relationships
Approval

Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.

  • How often do you connect with parents at your school?
  • How involved have parents been in fundraising efforts at your school?
  • How involved have parents been with parent groups at your school?
  • How often does the average parent help out at your school?

Measure 3C-ii

Community Involvement & External Partners
Growth

Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.

  • How effectively does this school connect with immigrant families, providing translation when necessary?
  • How effectively does this school respond to the needs and values of the surrounding community?
  • To what extent are all groups of parents represented in the governance of the school?
  • Overall, how effectively does this school connect with the community?