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

Overview

2024-25 School Pulse Panel Modules by Month

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 Pulse Panel August 2024 Survey

School Pulse Panel September 2024 Survey

School Pulse Panel October 2024 Survey

School Pulse Panel November 2024 Survey

School Pulse Panel December 2024 Survey

School Pulse Panel January 2025 Survey

School Pulse Panel February 2025 Survey

School Pulse Panel March 2025 Survey

School Pulse Panel April 2025 Survey

School Pulse Panel May 2025 Survey

School Pulse Panel June 2025 Survey

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

School Pulse Panel 2024-25 Data Collection

School Demographics

Suggestions for Future Items

Attendance

Staffing (Summer Hiring Cycle)

Community Collaboration

Principal Goals

Family Engagement Strategies

Summer Programs

After-School Programs

Civics Education

Staffing (Current Vacancies, Challenges, and Understaffed)

Tutoring

Food & Nutrition

Physical Education Programming

Arts Education Programming

National Park Service Education Programming

School Facilities

Technology (Digital Literacy & AI)

College and Career Readiness

Sources of Information

Family Engagement

Concerns

State Assessment Perceptions

Climate Impacts on Educational Operations

Mental Health and Well-Being

Drug Overdose Prevention

School and District Vaccine Requirements

Transportation

Housing Instability

School Preparedness and Safety Procedures

Student Behavior

Tutoring

Learning Strategies & Recovery

Absenteeism

Learning Modes

Operations Follow-up

School Pulse Panel 2024-25 Data Collection

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

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.

Overview 2

2024-25 School Pulse Panel Modules by Month 6

Repeating Items – these items are regularly included in monthly questionnaires and are presented here once rather than shown in situ in monthly instruments. The instruments as administered are shown in Appendix C. 8

School Demographics 8

Suggestions for Future Items 10

Daily Attendance 10

School Pulse Panel August 2024 Survey 63

Staffing (Summer Hiring Cycle) 63

Community Collaboration 68

Principal Goals 70

Family Engagement Strategies 71

School Pulse Panel September 2024 Survey 72

Summer Programs 72

After-School Programs 87

Civics Education 97

School Pulse Panel October 2024 Survey 99

Staffing (Current Vacancies, Challenges, and Understaffed) 100

Tutoring 105

School Pulse Panel November 2024 Survey 120

Food & Nutrition 120

Physical Education Programming 122

Arts Education Programming 124

National Park Service Education Programming 126

School Pulse Panel December 2024 Survey 128

School Facilities 128

Technology (Digital Literacy & AI) 130

School Pulse Panel January 2025 Survey 136

College and Career Readiness 136

Sources of Information 139

Family Engagement 141

School Pulse Panel February 2025 Survey 143

Concerns 143

State Assessment Perceptions 145

Climate Impacts on Educational Operations 147

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.

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}

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

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: _______

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

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

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

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}

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=9^th, 10^th, 11^th, or 12^th}

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.

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

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.)

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}

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

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}

Building basic literacy skills (reading, math, writing, speaking)
Encouraging academic excellence
Preparing students for postsecondary education
Promoting occupational or vocational skills
Promoting good work habits and self-discipline
Promoting personal growth (self-esteem, self-knowledge, etc.)
Promoting human relations skills
Promoting specific moral values
Promoting multicultural awareness or understanding
Fostering religious or spiritual development

____ Most important

____ Second most important

____ Third most important

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

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)?

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)?

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)?

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)?

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)?

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)?

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

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)?

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)?

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?

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

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 = 11^th or 12^th}
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.

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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…}

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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.

	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?

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

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?

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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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…”}

Community Eligibility Provision (CEP) or other special provision
Other option through state or local initiative that offers all students free lunches and/or breakfasts
Standard school meal program operations
Partnerships or sponsorships with local food organizations
Other, please specify: _____
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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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
1^st
2^nd
3^rd
4^th
5^th
6^th
7^th
8^th
9^th
10^th
11^th
12^th

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?

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

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.

PhysEd7. Does your school offer interscholastic sports to students?

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.

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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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}

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}

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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}

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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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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.)

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?

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?

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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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.

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.

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}

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?

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.

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

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
1^st
2^nd
3^rd
4^th
5^th
6^th
7^th
8^th
9^th
10^th
11^th
12^th

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…”}

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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?

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?

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.

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{Display this section if Grades = 9^th, 10^th, 11^th, and/or 12^th}

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.

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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

_______ 1^st most important

_______ 2^nd most important

_______ 3^rd 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

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.

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.

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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

SA_math 3-1. Does your school participate in state-mandated testing for mathematics?

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}

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?

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}

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

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.

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?

CI5. Is environmental science a dedicated course at your school?

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.

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?

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”}

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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

MH_ly 1-1a. Did you work at [SCHOOL NAME] prior to this school year?

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.

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.

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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?

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}

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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.

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?

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

{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.

Traffic calming measures are intended to encourage drivers to reduce speed.
Speed humps/tables
Speed safety cameras
Raised intersection crossings or other crosswalk visibility enhancements
Mid-block crossings with pedestrian hybrid beacons or rapid rectangular flashing beacons
Mid-block crossings without pedestrian hybrid beacons or rapid rectangular flashing beacons
Curb extensions
Chicanes (diversions or shifts in vehicle travel lanes in order to reduce vehicle speeds)
Other, please specify: _______________
There are not traffic calming measures immediately surrounding our school

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

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

Hins1a. Have you received training by the school or district to identify students experiencing homelessness?

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

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?

Prep6 2-6. Does your school have a dedicated person who is responsible for coordinating and managing emergency preparedness?

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)?

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

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
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade
10^th grade
11^th grade
12^th 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_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

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

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.

_____%

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

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.

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?

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?

Learning24gate. Did your school offer in-person learning for students during the 2024-25 school year?

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

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?

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?

File Type	application/vnd.openxmlformats-officedocument.wordprocessingml.document
Author	Bielamowicz, Rebecca
File Modified	0000-00-00
File Created	2024-11-24

{Display based on Tutoring_gate responses}

Not at all effective

Slightly effective

Moderately Effective

Very Effective

Extremely Effective

Don’t know

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Standard tutoring

Self-paced tutoring

On-demand online tutoring

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