Q1MA
Q1ma Mathematics: Students generally learn best in classes with students of similar abilities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q1MB
Q1mb Mathematics: I am knowledgeable about current national standards in this content area.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q1MC
Q1mc Mathematics: I feel well-prepared to support teachers in the implementation of current national standards.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q1MD
Q1md Mathematics: I am willing to accept the noise that comes with an active classroom.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q1ME
Q1me Mathematics: Encouraging student questions is more important than eliciting correct answers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q1SA
Q1sa Science: Students generally learn best in classes with students of similar abilities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q1SB
Q1sb Science: I am knowledgeable about current national standards in this content area.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q1SC
Q1sc Science: I feel well-prepared to support teachers in the implementation of current national standards.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q1SD
Q1sd Science: I am willing to accept the noise that comes with an active classroom.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q1SE
Q1se Science: Encouraging student questions is more important than eliciting correct answers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q2A
Q2a Vocational/technology education should have a strong mathematics and science component.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q2B
Q2b Students who are not interested in science/mathematics/technology careers should be able to opt out of mathematics and science courses after the 10th or 11th grade.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q2C
Q2c Schools need to provide students who are not interested in science/mathematics/technology careers course options in mathematics and science for all of their high school years.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q2D
Q2d Specialized courses in mathematics and science should be available for college-bound students.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q3A
Q3a Mathematics program
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 7] Quite far from ideal |
| 2 | [2 of 7] |
| 3 | [3 of 7] Beginning to improve |
| 4 | [4 of 7] |
| 5 | [5 of 7] Well along in improving |
| 6 | [6 of 7] |
| 7 | [7 of 7] Approaching ideal |
Q3B
Q3b Science program
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 7] Quite far from ideal |
| 2 | [2 of 7] |
| 3 | [3 of 7] Beginning to improve |
| 4 | [4 of 7] |
| 5 | [5 of 7] Well along in improving |
| 6 | [6 of 7] |
| 7 | [7 of 7] Approaching ideal |
Q4A
Q4a Compared to 5 years ago, which best describes the achievement of students in this school?: Mathematics
Format:Numeric (SPSS)
| Value | Label |
| 1 | Much worse |
| 2 | Somewhat worse |
| 3 | About the same |
| 4 | Somewhat improved |
| 5 | Much improved |
Q4B
Q4b Compared to 5 years ago, which best describes the achievement of students in this school?: Science
Format:Numeric (SPSS)
| Value | Label |
| 1 | Much worse |
| 2 | Somewhat worse |
| 3 | About the same |
| 4 | Somewhat improved |
| 5 | Much improved |
Q5MA
Q5ma Provide concrete experience before abstract concepts.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5MB
Q5mb Develop students' conceptual understanding of the subject.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5MC
Q5mc Take students' prior understanding of subject matter into account when planning curriculum and instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5MD
Q5md Make connections to other disciplines.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5ME
Q5me Have students work in cooperative learning groups.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5MF
Q5mf Have students participate in appropriate hands-on activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5MG
Q5mg Engage students in inquiry-oriented activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5MH
Q5mh Use calculators.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5MI
Q5mi Use computers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5MJ
Q5mj Engage students in applications of subject matter in a variety of contexts.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5MK
Q5mk Use performance-based assessment.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5ML
Q5ml Use portfolios.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5MM
Q5mm Use informal questioning to assess student understanding.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SA
Q5sa Provide concrete experience before abstract concepts.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SB
Q5sb Develop students' conceptual understanding of the subject.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SC
Q5sc Take students' prior understanding of subject matter into account when planning curriculum and instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SD
Q5sd Make connections to other disciplines.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SE
Q5se Have students work in cooperative learning groups.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SF
Q5sf Have students participate in appropriate hands-on activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SG
Q5sg Engage students in inquiry-oriented activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SH
Q5sh Use calculators.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SI
Q5si Use computers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SJ
Q5sj Engage students in applications of subject matter in a variety of contexts.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SK
Q5sk Use performance-based assessment.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SL
Q5sl Use portfolios.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q5SM
Q5sm Use informal questioning to assess student understanding.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q6A
Q6a State and/or district curriculum frameworks.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6B
Q6b State and/or district testing policies and practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6C
Q6c District/school grading policies and practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6D
Q6d District/school structures for recognizing and rewarding teachers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6E
Q6e Counseling department policies and practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6F
Q6f College placement tests.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6G
Q6g Quality of available instructional materials.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6H
Q6h Access to calculators for mathematics instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6I
Q6i Access to computers for mathematics instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6J
Q6j Funds for purchasing equipment and supplies for mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6K
Q6k System of managing instructional resources at the district or school level.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6L
Q6l Time available for teachers to plan and prepare lessons.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6M
Q6m Time available for teachers to work with other teachers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6N
Q6n Time available for teacher professional development.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6O
Q6o Importance that the school places on mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6P
Q6p Consistency of mathematics reform efforts with other school/district reforms.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q6Q
Q6q Public attitudes toward reform.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7A
Q7a State and/or district curriculum frameworks.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7B
Q7b State and/or district testing policies and practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7C
Q7c District/school grading policies and practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7D
Q7d District/school structures for recognizing and rewarding teachers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7E
Q7e Counseling department policies and practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7F
Q7f College placement tests.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7G
Q7g Quality of available instructional materials.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7H
Q7h Access to calculators for science instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7I
Q7i Access to computers for science instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7J
Q7j Funds for purchasing equipment and supplies for science.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7K
Q7k System of managing instructional resources at the district or school level.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7L
Q7l Time available for teachers to plan and prepare lessons.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7M
Q7m Time available for teachers to work with other teachers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7N
Q7n Time available for teacher professional development.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7O
Q7o Importance that the school places on science.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7P
Q7p Consistency of science reform efforts with other school/district reforms.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q7Q
Q7q Public attitudes toward reform.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA or Don't Know |
Q8A
Q8a Are you familiar with the LSC project in your district?
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
| 6 | NA or Don't Know |
Q8B
Q8b Have you been involved in LSC project activities?
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
| 6 | NA or Don't Know |
Q8C
Q8c Have parents voiced support for the LSC approach in the classroom?
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
| 6 | NA or Don't Know |
Q8D
Q8d Have parents voiced opposition to the LSC approach in the classroom?
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
| 6 | NA or Don't Know |
Q9A
Q9a Have been involved in LSC professional development activities?
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0% |
| 2 | 10% |
| 3 | 20% |
| 4 | 30% |
| 5 | 40% |
| 6 | 50% |
| 7 | 60% |
| 8 | 70% |
| 9 | 80% |
| 10 | 90% |
| 11 | 100% |
Q9B
Q9b Are implementing at least some of the LSC-designated instructional materials?
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0% |
| 2 | 10% |
| 3 | 20% |
| 4 | 30% |
| 5 | 40% |
| 6 | 50% |
| 7 | 60% |
| 8 | 70% |
| 9 | 80% |
| 10 | 90% |
| 11 | 100% |
Q10A
Q10a Including this year, how many years have you been: a principal?
Format:Numeric (SPSS)
| Value | Label |
| 1 | 1 |
| 2 | 2 |
| 3 | 3 |
| 4 | 4 |
| 5 | 5 |
| 6 | 6-10 |
| 7 | 11-15 |
| 8 | 16-20 |
| 9 | 21-25 |
| 10 | More than 25 |
Q10B
Q10b Including this year, how many years have you been: the principal at this school?
Format:Numeric (SPSS)
| Value | Label |
| 1 | 1 |
| 2 | 2 |
| 3 | 3 |
| 4 | 4 |
| 5 | 5 |
| 6 | 6-10 |
| 7 | 11-15 |
| 8 | 16-20 |
| 9 | 21-25 |
| 10 | More than 25 |
Q10C
Q10c Including this year, how many years have you been: a principal in this school district?
Format:Numeric (SPSS)
| Value | Label |
| 1 | 1 |
| 2 | 2 |
| 3 | 3 |
| 4 | 4 |
| 5 | 5 |
| 6 | 6-10 |
| 7 | 11-15 |
| 8 | 16-20 |
| 9 | 21-25 |
| 10 | More than 25 |
Q11
Q11 In what type of community is this school located?
Format:Numeric (SPSS)
| Value | Label |
| 1 | Rural |
| 2 | Town or Small City |
| 3 | Suburban |
| 4 | Urban |
Q12_K
Q12 Grade K: This school includes the following grades: K
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_1
Q12 Grade 1: This school includes the following grades: 1
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_2
Q12 Grade 2: This school includes the following grades: 2
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_3
Q12 Grade 3: This school includes the following grades: 3
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_4
Q12 Grade 4: This school includes the following grades: 4
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_5
Q12 Grade 5: This school includes the following grades: 5
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_6
Q12 Grade 6: This school includes the following grades: 6
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_7
Q12 Grade 7: This school includes the following grades: 7
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_8
Q12 Grade 8: This school includes the following grades: 8
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_9
Q12 Grade 9: This school includes the following grades: 9
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_10
Q12 Grade 10: This school includes the following grades: 10
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_11
Q12 Grade 11: This school includes the following grades: 11
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q12_12
Q12 Grade 12: This school includes the following grades: 12
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
ntvam05
04-05 Approximately what percentage of the students attending this school are: American Indian or Alaskan Native?
Format:Numeric (SPSS)
asian05
04-05 Approximately what percentage of the students attending this school are: Asian?
Format:Numeric (SPSS)
black05
04-05 Approximately what percentage of the students attending this school are: Black or African-American?
Format:Numeric (SPSS)
hisp05
04-05 Approximately what percentage of the students attending this school are: Hispanic or Latino
Format:Numeric (SPSS)
ntvhaw05
04-05 Approximately what percentage of the students attending this school are: Native Hawaiian or Other Pacific Islander?
Format:Numeric (SPSS)
white05
04-05 Approximately what percentage of the students attending this school are: White
Format:Numeric (SPSS)
other05
04-05 Approximately what percentage of the students attending this school are: Other
Format:Numeric (SPSS)
lep05
04-05 What is the estimated percentage of students in this school with limited English proficiency?
Format:Numeric (SPSS)
frl05
04-05 What percentage of the students in this school are eligible for free or reduced-price lunches that are paid for with public funds?
Format:Numeric (SPSS)
qtype
Questionnaire Type as assigned in the cleaning code
Format:Numeric (SPSS)
| Value | Label |
| 1 | TQ: K-8 Sci |
| 2 | TQ: K-8 Mth |
| 4 | TQ: 6-12 Mth |
| 5 | PQ: Long |
| 6 | TQ: 6-12 Sci |
| 7 | PQ: Short |
misflag
Greater than 50% of the questionnaire was not filled out
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
grade
Q12 Grade Range
Format:Numeric (SPSS)
| Value | Label |
| 1 | K-5 only |
| 2 | 6-8 only |
| 3 | 9-12 only |
| 4 | Combination of grade ranges (K-12) |
bcns1dis
Principal Composite 1: Attitudes Toward Teaching
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
bcns2dis
Principal Composite 2: Principal Support
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
bcns3dis
Principal Composite 3: Effect of Resource Availability
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
bcnm1dis
Principal Composite 1: Attitudes Toward Teaching
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
bcnm2dis
Principal Composite 2: Principal Support
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
bcnm3dis
Principal Composite 3: Effect of Resource Availability
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
fliddup
misflag and idmiss=0 and dup=1 (FILTER)
Format:Numeric (SPSS)
| Value | Label |
| 0 | Not Selected |
| 1 | Selected |
flidbad
misflag=0 and idmiss=0 and dup=0 and badid=1 (FILTER)
Format:Numeric (SPSS)
| Value | Label |
| 0 | Not Selected |
| 1 | Selected |