Spring 2023 Survey Results

 

Highlights from statewide aggregate data across each of the three survey domains

 

 

Social & Emotional Learning (SEL)

  • Approximately 1 in 5 students have low SEL skills.
  • Gaps exist in SEL - relationship skills and responsible decision making appear to be the major issues.
  • White and Asian or Asian American students have a higher SEL score compared to all other races and ethnicities.
  • Students who identified as male feel like they belong at their school substantially more than all other gender identities.
  • Students who identified as female care more about other people’s feelings notably more than those who identified as male or preferred to self-describe.
  • Non-binary students and those who prefer to self-describe their gender have lower SEL scores compared to male or female students.

Student Engagement

  • Student Engagement is higher in elementary grades than in middle or high school.
  • All grade levels showed a high score for Classroom Rigor, though it decreased as the grade level increased.
  • Students put significantly less effort into learning at school as their grade level progressed, with the exception of a 3% increase from 11th grade to 12th grade.
  • Growth Mindset is notably higher in elementary grades compared to high school. Classroom Climate appears to be the problem.
  • Growth Mindset is significantly lower in students who identify as non-binary and those who prefer to self-describe.
  • Students who identified as Native Hawaiian or Other Pacific Islander, non-binary, and those who preferred to self-describe their gender identity feel less respected by teachers.

Belonging

  • On average, students in elementary grades have a higher sense of belonging than students in high school - Relationships and Cultural Awareness are the issues. 
  • All grade levels showed a low score for Cultural Awareness.
  • Students who identified as male or White had higher scores in Fairness compared to other gender identities and races/ethnicities.
  • Older students are less likely to report if they saw students or adults being treated poorly because of their gender, race, ethnicity, or culture.
  • Students who identify as male and those who prefer to self-describe are less likely to report students or adults being treated poorly because of their gender, race, ethnicity, or culture.
" class="hidden">东方烟草网