mnth youth truth 2010 11
DESCRIPTION
MNTHS Youth Truth Survey Results 2010-2011TRANSCRIPT
CONFIDENTIAL
YouthTruthA Beneficiary Perception ReportA Beneficiary Perception Report
prepared for
Manor New Technology High Schoolgy gFebruary 2011
© Center for Effective Philanthropy, Inc.CONFIDENTIAL0
675 Massachusetts Avenue 7th Floor Cambridge, MA 02139100 Montgomery Street Suite 1700 San Francisco, CA 94104
www.effectivephilanthropy.org
Beneficiary PerceptionReport Contents
I. Introduction 2II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19
c) Future Goals and Aspirations 24
d) Life Outside of High School 35d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74
VIII Appendix 86VIII. Appendix 86
oduc
tion
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Beneficiary PerceptionReport Background
The YouthTruth Beneficiary Perception Report (BPR) helps schools assess their performance compared to other schools by documenting students ‘ perceptionsperformance, compared to other schools, by documenting students ‘ perceptions about their school experience and about how well their school is preparing them for their future.
- The YouthTruth BPR shows an individual school its students ‘ perceptions relative to th f th t d t t h l h t d t d U l th ithose of other students at schools whose students were surveyed. Unless otherwise noted, this report provides comparative data from 119 schools, collected across four rounds of surveying since 2009. With only 119 schools in the comparative dataset, this should not be considered a comprehensive benchmarking study.
Q i h Y hT h k d d f d ‘- Questions on the YouthTruth survey seek to understand many aspects of students ‘ experiences, including:
- Impressions of their school culture
- Perceptions of the rigor of their classes and instructionPerceptions of the rigor of their classes and instruction
- Perceptions about how their school experience is helping them achieve their goals
- Their relationships with teachers and with adults outside of school, and
- Perceptions about the strengths and weaknesses of their school.Perceptions about the strengths and weaknesses of their school.
- Student perceptions should be interpreted in light of the particular philosophy, educational approach, and local context of a given school. As such, a “lower rating” on a particular dimension is not necessarily negative if that topic is not a focus for a given od
uctio
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p y g p gschool.
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Beneficiary PerceptionReport Methodology (1)
This YouthTruth Beneficiary Perception Report (BPR) contains data collected from students who attend 119 schools across 15 districts and networks 1 The details of Manor New Technology Highattend 119 schools across 15 districts and networks. The details of Manor New Technology High School ‘s surveys are:
Survey PeriodNumber of Students
Number of Responses
Survey ResponseSu ey e od Stude ts
Surveyedespo sesReceived
espo seRate2
November 2010 332 298 90%
February 2010 305 288 94%
Manor New Technology High School (MNTHS) is compared to a cohort of schools from NewTech Network (NewTech). The schools that comprise this group are:
Algiers Technology Academy New Tech High @ ArsenalAnderson New Technology High School New Tech High @ Zion-Benton EastBogalusa New Tech High School New Technology High School: Napa
NewTech Schools
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Columbus Signature Academy -New Tech North Daviess 21st Century High SchoolDa Vinci Charter Academy Sacramento New Technology High SchoolDanville New Tech High School Satellite CenterManor New Technology High School Student Empowerment AcademyMETSA @ R.L. Turner High School Tech Valley High SchoolNew Tech Academy @ Wayne High School Warren New Tech High School
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1: For a list of participating districts and networks included in the comparative set, please see the appendix.2: The average response rate for the 119 schools that have participated in YouthTruth is 79 percent.
New Tech Academy @ Wayne High School Warren New Tech High School
Beneficiary PerceptionReport Methodology (2)
Throughout this report, where possible, students ‘ average ratings at MNTHS are shown segmented by the following grade levels: Freshmen Sophomores Juniors and Seniors
Grade Level Number of Students
segmented by the following grade levels: Freshmen, Sophomores, Juniors, and Seniors.
Two students did not identify their grade level and are only included in MNTHS ‘s overall average.
Freshmen 92Sophomores 71
Juniors 70Seniors 63
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Beneficiary PerceptionReport Reading BPR Charts – Sample Charts
Much of the student perception data in the BPR is presented in the formats below. These charts show average ratings of student responses for MNTHS, the range of school ratings, and average ratings for
Truncated ChartStrongly
a e age at gs o stude t espo ses o S, t e a ge o sc oo at gs, a d a e age at gs ostudents by grade level, as applicable. Throughout the report, charts in this format are truncated from the full scale because school averages do not fall below a value of 2 on the 1-5 scale.
5 05 0Strongly agree Truncated Chart
3.0 4.0 5.0
1=Strongly negative
5=Strongly positive
5.0
5.0
Top of range 2.0The solid black line represents
the range between the average school ratings of the highest
and lowest rated schools in the
NewTech Schools
Grade Level
Somewhat agree
Middle fifty percent of school average ratings
4.0
4.0
50th percentile( di )
75th percentileThe green bar represents the
t d t ti f
and lowest rated schools in the cohort of NewTech schools.
Neither agree nor
Full range of school average ratings
3.0
3.0
(median)
25th percentile
average student rating for MNTHS in ‘10-‘11.
The long red line represents the average student rating of the median school in the full
The purple bar represents the average student rating for
MNTHS in ‘09-‘10. MNTHS ‘10-‘11
agree nor disagree
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tion
3.0
3.0
Bottom of range
the median school in the full comparative set. MNTHS ‘09-‘10
Median NewTech SchoolRange of NewTech SchoolsFreshmen
The blue bar represents the average student rating of the
median school in the cohort of NewTech schools.
e
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1=Strongly disagree
Somewhat disagreeI.
Intr
o
2.02.0Note: Scale ends at 2.0
The shapes represent the average ratings of
Freshmen, Sophomores, Juniors, and Seniors.
Freshmen
Sophomores
Juniors
SeniorsMN
THS
Gra
deLe
vel
Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19
c) Future Goals and Aspirations 24
d) Life Outside of High School 35d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62all I
tem
s
V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74
VIII Appendix 86ary
and
Ove
ra
VIII. Appendix 86
ecut
ive
Sum
ma
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Beneficiary PerceptionReport Executive Summary
Students at Manor New Technology High School (“MNTHS”) rate their school very positively overall and more positively than students at the typical school that has participated in YouthTruth. MNTHS is also rated more positively than the typical NewTech Network school on most measures within this report. Students agree more strongly than typical that they are getting a high quality education at MNTHS. One MNTHS student comments, “Manor NewTech is going to get me somewhere…. I am certain that this school is going to get me where I need and hope to be.” When looking at student ratings across time, MNTHS ‘10-‘11 is rated higher than ratings received in ‘09-‘10 on nearly all measures within this report.
Student-teacher relationships at MNTHS are rated more positively than is typical. Compared to students at the typical school, students at MNTHS indicate that more of their teachers are willing to give extra help on school work if needed, try to be fair, and make an effort to understand what their life is like outside of school. Students comment on their supportive teachers that “care about [students] getting…work done on time and correctly. They encourage [students] to ask a lot of questions to really understand what [they are] learning.” They also agree more strongly than typical that there is at least one teacher who would write them a recommendation for a job, program, scholarship, or college, and that their teachers ‘ expectations make them want to do their best.
all I
tem
s
Students at MNTHS continue to have more positive perceptions of their school culture than do students at the typical school.MNTHS students more strongly agree than typical that there is respect between adults and students and that their classmates care about succeeding academically. They also more strongly agree that they enjoy coming to school than is typical. When asked to indicate the most important thing that their school provides to help them do their best in class, students most frequently mention the positive culture at MNTHS. One student comments, “If we wanna give up the teachers and students won’t let us because of our culture.” Students agree more strongly than typical that discipline at MNTHS is fair although some students continue to mention “disrespectful” and “disruptive students ”
ary
and
Ove
ra
than typical that discipline at MNTHS is fair, although some students continue to mention disrespectful and disruptive students.
Compared to students at the typical school, students at MNTHS more strongly agree that they will have more options after graduating because of what their school has done for them. A larger proportion of students expect to go to a four-year college than is typical, and students more strongly agree that MNTHS has helped them develop the skills and knowledge they will need for college and has helped them understand the steps needed in order to apply to college. One student says, “I will have many options for me once I graduate because this school has given me and continues to give me more knowledge of what is in store for me in the future ” Students at MNTHS
ecut
ive
Sum
ma because this school has given me and continues to give me more knowledge of what is in store for me in the future. Students at MNTHS
report a typical frequency of conversations with adults at school about their future.
The rigor of classes and instruction at MNTHS is rated higher than typical. Students agree more strongly than typical that the work they do in class makes them think and that their teachers understand the subjects they are teaching. Students most frequently mention better course selection at MNTHS as a way in which the school could change to help students do their best in class. Students comment on wanting more course electives saying “It would be cool that when we have all the classes we need to get our credits if there are extra classes we
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xe more course electives, saying, It would be cool that, when we have all the classes we need to get our credits, if there are extra classes we could take to fill in the periods.” While students report spending a typical amount of time on homework outside of class, they frequently request more time to do work in school. “We have a lot of work here and lots to do. It is a challenging school and I work very hard in class to get what I need done, but sometimes there isn ‘t enough time. I would like a study hall to get with my groups and work or to just do extra credit,” says one student.
Beneficiary PerceptionReport Options After Graduating from High School
When asked whether they agree that they would have more options after graduating because of what their school has done for them, students at MNTHS rate their school:
Selected Student CommentsIncreased Options After Graduation
Higher than students at the median school Higher than students at the median NewTech school
5.0
5.0 “I think that this school is getting you ready for the real
world. The experience I gain here at Manor New Technology High School will help me when and if I find myself struggling in the future. I feel that all my hard work will eventually pay off ”
Strongly agree NewTech Schools Grade Level Top of
range
Sophomores overlaps Freshmen.
4.0
4.0
hard work will eventually pay off.
“Any high school could have got me into the program I am in. 99.9 percent of the workforce went to regular schools. They are doing just fine. It is ignorant to think I will do better than all of them because of New Tech.”
“We get more credits and since everything is projectall I
tem
s Somewhat agree
75th percentile
50th percentile(median)
MNTHS ‘09-‘10 overlaps Median NewTech School.
We get more credits and since everything is project based and you have to work with people in your group like you would with people at a job, I feel like we have a head start. We ‘re already used to working with partners and working things out and presenting, when kids from mot other high schools are not.”
ary
and
Ove
ra
1-5
Sca
le
Neither
25th percentile
MNTHS ‘10-‘11
MNTHS ‘09 ‘10
3.03.0 “This school has not prepared me for college, the courses are not challenging enough.”
“I believe that this school prepares me for the college experiences I ‘ll encounter more than if I attended the regular high school.”
ecut
ive
Sum
ma agree nor
disagree Bottom of rangeMNTHS 09- 10
Median NewTech SchoolRange of NewTech SchoolsFreshmene
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2.02.0
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1=Strongly disagree
Somewhat disagree
Note: Scale ends at 2.0
Freshmen
Sophomores
Juniors
SeniorsMN
THS
Gra
dLe
vel
Beneficiary PerceptionReport Quality of Education
When asked how strongly they believe they are getting a high-quality education, students at MNTHS rate: Higher than students at the median school
5 05 0
I am getting a high quality education at this school
g Higher than students at the median NewTech school
Strongly 5.0
5.0agree NewTech Schools
Grade Level
Top of range
4.0
4.0
all I
tem
s
le
Somewhat agree
75th percentile
50th percentile(median)
25th til
3.0
3.0ary
and
Ove
ra
1-5
Sca
Neither agree nor disagree Bottom of
25th percentile
MNTHS ‘10-‘11
MNTHS ‘09-‘10
ecut
ive
Sum
ma g Bottom of
rangeMedian NewTech SchoolRange of NewTech SchoolsFreshmen
SophomoresGra
de
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Note: Scale ends at 2.01=Strongly disagree
Somewhat disagree
Sophomores
Juniors
SeniorsMN
THS
GLe
vel
Beneficiary PerceptionReport Pride and Enjoyment
On the measure of students ‘ pride in their school work, MNTHS is rated:
On the measure of how much students enjoy coming to school, MNTHS is rated:
I take pride in my school work I enjoy coming to school most of the time
Higher than the median school Higher than the median NewTech school
Higher than the median school Higher than the median NewTech school
5.05.0the timeStrongly
agreeStrongly
agree5.05.0NewTech Schools
Grade Level NewTech Schools
Grade Level
Top of range
4.0
4.0
ns
Somewhat agree
Somewhat agree
4.0
4.0
p g
25th percentile
75th percentile50th percentile(median)
Top of range
75th percentile
Seniors overlaps Sophomores.
3 0
3 0
1-5
Sca
le
ent P
erce
ptio
n
Neither
1-5
Sca
le
Neither
3 03 0
Bottom of range
p
25th percentile
50th percentile(median)
MNTHS ‘10-‘11
MNTHS ‘09 ‘10
3.03.0
emes
of S
tude agree nor
disagreeagree nor disagree
3.03.0
Bottom of
MNTHS 09- 10
Median NewTech SchoolRange of NewTech SchoolsFreshmende
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1=Strongly disagree
Somewhat disagree
1=Strongly disagree
Somewhat disagree2.0
Note: Scale ends at 2.0 Note: Scale ends at 2.02.0
rangeSophomores
Juniors
SeniorsMN
THS
Gra
dLe
vel
Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) pb) School Culture and Attitudes 19
c) Future Goals and Aspirations 24
d) Life Outside of High School 35d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62ns V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74
VIII Appendix 86ent P
erce
ptio
n
VIII. Appendix 86
emes
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tude
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Beneficiary PerceptionReport Themes of Student Perceptions
CEP grouped 32 individual questions from the YouthTruth survey into the five themes shown below. The five themes each include a summary measure capturing data from statistically related questionsThe five themes each include a summary measure, capturing data from statistically related questions that fall within that theme.1
Relationships with Teachers Describes the extent to which students receive personal and academic support from teachers
Describes the school ‘s environment and the
ns
School Culture and Attitudes
Future Goals and Aspirations32 Individual
QuestionsDescribes students ‘ goals for their future and activities they engage in to support these goals
Describes the school s environment and the degree to which students experience a fair and respectful school culture
ent P
erce
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n
Life Outside of High School Describes how students ‘ lives outside of school impact their future plans
Rigor of Classes and InstructionDescribes the degree to which students feel challenged to work hard, think critically, and participate in rigorous classroom activities
emes
of S
tude
participate in rigorous classroom activities
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1: To identify summary measures, CEP used maximum likelihood factor analysis, a statistical tool that analyzes underlying patterns in the data. The summary measures for Relationships with Teachers, School Culture and Attitudes, Future Goals and Aspirations, and Life Outside of High School include data collected from all schools that have participated in YouthTruth. The items comprising the Rigor of Classes and Instruction summary measure were added to the survey as of the November 2009 survey round, and therefore have only been asked of students attending the schools that have participated since then.
Beneficiary PerceptionReport Student Relationships with Teachers
The Relationships with Teachers summary measure describes the degree to which students have positive interactions with teachers who are supportive and keep them on track academically.
Survey Questions Included in MeasureH f t h illi t i
Relationships With Teachers Summary Measure
pp p y MNTHS is rated higher than the median school on this measure. MNTHS is rated higher than the median NewTech school on this measure.
How many of your teachers are willing to give extra help on school work if you need it?
How many of your teachers try to be fair?
How many of your teachers believe you can get a good grade if you try?
More positive
relationships
5.0NewTech Schools
Grade Level 5.0
How many of your teachers are not just satisfied if you pass; they care if you ‘re really learning?
How many of your teachers make connections between what you ‘re learning in class to life outside the classroom?ns
4.0
4.0
Top of range
75th percentileSeniors overlaps Sophomoresoutside the classroom?
How many of your teachers make an effort to understand what your life is like outside of school?
ent P
erce
ptio
n
25th percentile
50th percentile(median)
Seniors overlaps Sophomores.
MNTHS ‘10 ‘11
emes
of S
tude
3.03.0 Bottom of range
MNTHS 10- 11
MNTHS ‘09-‘10
Median NewTech SchoolRange of NewTech
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1=Less positive
relationships2.0
Note: Scale ends at 2.02.0
SchoolsFreshmen
Sophomores
Juniors
SeniorsMN
THS
Gra
de
Leve
l
Beneficiary PerceptionReport Student Relationships with Teachers
Items Included in Summary Measure
Average Rating1=None, 2=Few, 3=Half, 4=Most, 5=All
2 0 4 0 5 03 0
How many of your teachers are willing to give extra help on school work if you need it?
2.0 4.0 5.03.0
MNTHS ‘09-‘10 overlaps Median NewTech School.
y
How many of your teachers try to be fair?ns
Sophomores overlaps Freshmen.
to be fair?
How many of your teachers believe you can get a gooden
t Per
cept
ion
believe you can get a good grade if you try?
emes
of S
tude
Note: Scales end at 2.0
Sophomores overlaps Freshmen.
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he Full range of school
avg. ratings
Middle fiftypercent of school
avg. ratings
Median School
MNTHS ‘10-‘11
MNTHS‘09-‘10
MedianNewTech
School
Range ofNewTechSchools
Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport Student Relationships with Teachers
Items Included InSummary Measure
Average Rating1=None, 2=Few, 3=Half, 4=Most, 5=All
Summary Measure
How many of your teachers are not just satisfied if you pass,
2.0 4.0 5.03.0MNTHS ‘09-‘10 overlaps Median NewTech School.
j y p ,they care if you ‘re really learning?
How many of your teachers
ns
make connections between what you ‘re learning in class to life outside of the classroom?
ent P
erce
ptio
n
How many of your teachers make an effort to understand what your life is like outside of school?
emes
of S
tude
Note: Scales end at 2 0
Juniors overlaps Freshmen and Sophomores.
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Note: Scales end at 2.0
Full range of school
avg. ratings
Middle fiftypercent of school
avg. ratings
Median School
MNTHS ‘10-‘11
MNTHS‘09-‘10
MedianNewTech
School
Range ofNewTechSchools
Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport Personal Support from Teachers
When asked if there is at least one teacher who would help them with a personal problem, students at MNTHS
When asked if there is at least one teacher who would write them a recommendation for a job, program, scholarship, or
One teacher…would help me with a l bl
One teacher…would write me a recommendation f j b h l hi ll
rate their school: Similar to students at the median school Similar to students at the median NewTech school
college, students at MNTHS rate their school: Higher than students at the median school Higher than students at the median NewTech school
personal problem for a job, program, scholarship, or collegeStrongly
agreeStrongly
agree5.0 5.0
NewTech Schools
Grade Level NewTech Schools
Grade Level 5.0
5.0
Top of range
Top of range
ns
Somewhat agree
e
Somewhat agree4.0
4.0
4.0
4.075th percentile
50th percentile
75th percentile
25th percentile
50th percentile(median)
MNTHS ‘10-‘11 overlaps Median NewTech School.
Sophomores overlaps Freshmen.MNTHS ‘09-‘10 overlaps Median NewTech School.
1-5
Sca
le
ent P
erce
ptio
n
Neither
1-5
Sca
leNeither
Bottom of range
25th percentile
50 percentile(median)
Bottom of range
MNTHS ‘10-‘11
emes
of S
tude
Neither agree nor disagree
Neither agree nor disagree
3.0
3.03.0 3.0 MNTHS ‘09-‘10
Median NewTech SchoolRange of NewTech SchoolsF h
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1=Strongly disagree
Somewhat disagree
1=Strongly disagree
Somewhat disagree2.0
Note: Scale ends at 2.02.0
Note: Scale ends at 2.02.0 2.0
Freshmen
Sophomores
Juniors
SeniorsMN
THS
Gra
de
Leve
l
Beneficiary PerceptionReport What Students Are Saying…
Below are selected student comments related to the theme of Student Relationships with Teachers. For a full list of comments, please see your Student Comments Table.list of comments, please see your Student Comments Table.
Selected Comments –Student Relationships with Teachers
“No matter what question I have, teachers will answer anything. Even when I need help with my homework, I can email them and they will respond.”
“There are some teachers who doesn ‘t give good directions or give directions that has
ns
g g gnothing to do with the work that they have assigned and then I become confused on what was going on.”
“Having teachers give me extra help in certain things that I don ‘t understand or have trouble doing is of big help because when they individually sit with me and explain in a better specific
ent P
erce
ptio
n doing is of big help because when they individually sit with me and explain in a better specific way, helps me understand better and be more positive towards the work I get done and improves my grade much more.”
“All of my teachers are great, but sometimes they don ‘t explain the assignment or project well enough so us students find it rather difficult to complete the given task ”
emes
of S
tude enough, so us students find it rather difficult to complete the given task.
“I know I can always go to my teachers if I need help with anything.”
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Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19c) Future Goals and Aspirations 24
d) Life Outside of High School 35d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62ns V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74
VIII Appendix 86ent P
erce
ptio
n
VIII. Appendix 86
emes
of S
tude
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Beneficiary PerceptionReport School Culture and Attitudes
The School Culture summary measure describes the level of perceived respect between adults and students and the degree to which students believe their classmates care about succeeding.
School Culture Summary Measure
g g MNTHS is rated higher than the median school on this measure. MNTHS is rated higher than the median NewTech school on this measure.
Survey Questions Included in Summary Measure
More positive culture
5.05.0NewTech Schools
Grade Level
Most students in this school treat adults with respect.
Most students in this school want to do well in class.
Most adults in this school treat students with tns
4.0
4.0Top of range
respect.
Discipline in this school is fair.
ent P
erce
ptio
n
75th percentile
25th percentile
50th percentile(median)
MNTHS ‘09-‘10 overlaps Median NewTech School.
MNTHS ‘10-‘11
emes
of S
tude
3.0 3.0
Bottom of range
25th percentileMNTHS ‘09-‘10
Median NewTech SchoolRange of NewTech Schools
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1=Less positive culture
2.02.0Note: Scale ends at 2.0
Freshmen
Sophomores
Juniors
SeniorsMN
THS
Gra
de
Leve
l
Beneficiary PerceptionReport
It I l d d iAverage Rating
School Culture and Attitudes
Items Included in Summary Measure
1=Strongly disagree, 2=Somewhat disagree, 3=Neither agree nor disagree, 4=Somewhat agree, 5=Strongly agree
2.0 4.0 5.03.0
Most students in this school treat adults with respect.
MNTHS ‘09-‘10 overlaps Median NewTech School.
Most students in this school want to do well in class.
ns
Seniors overlaps Sophomores.
p
Most adults in this school treat students with respect.
ent P
erce
ptio
n
Juniors overlaps Freshmen
Discipline in this school is fair.
emes
of S
tude
Juniors overlaps Freshmen.
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he
Note: Scales end at 2.0
Juniors overlaps Freshmen.
Full range of school
avg. ratings
Middle fiftypercent of school
avg. ratings
Median School
MNTHS ‘10-‘11
MNTHS‘09-‘10
MedianNewTech
School
Range ofNewTechSchools
Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport What Students Are Saying…
Below are selected student comments related to the theme of School Culture and Attitudes. For a full list of comments, please see your Student Comments Table.comments, please see your Student Comments Table.
Selected Comments –School Culture and Attitudes
“I feel like I will be respected and accepted and so when I do work with my peers I can speak my opinions and ideas and contribute to the work more effectively.”
“It is tiring to have to have the teacher take time off from teaching to deal with problem
ns
g g pstudents. They just need to grow up…. Those few students are also the ones who are getting privileges taken away from others.”
“In my old school there was lots of cussing and fighting but since I came to MNTHS there is lots less violence and cussing it makes me feel safe and all the students here are nice ”
ent P
erce
ptio
n lots less violence and cussing, it makes me feel safe and all the students here are nice.
“Offer more extracurricular activities or interaction with other schools. I know that the school has 4 years opened but they need to work more on providing more activities for the students to be involved with the school for example our own [sports] teams."
emes
of S
tude “We are a small school and we know each other well. The teachers give us good one-on-
one attention. I feel safe here and this is a really really fun place to be.”
21 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
Beneficiary PerceptionReport School Environment
Students were asked how strongly they agreed with several statements about their school ‘s environment, with 1=“Strongly disagree” and 5=“Strongly agree.” On average, compared to students at the median New Tech school,
“How strongly do you agree or disagree with the following statements?” Average Ratings by Grade Level for MNTHS
Freshman Sophomores Juniors Seniors
students at MNTHS more strongly agree that nearly all students and staff obey and enforce the rules and there is a process any student can use to raise concerns and help change the rules and policies at school.
3.9
4.0Nearly everyone at our school is accepted as an individual
4.1 3.6 4.3 3.9
3.8Nearly all students and staff obey and enforce 4 2 3 5 4 1 3 5ns
3.5
staff obey and enforce the rules
4.2 3.5 4.1 3.5
ent P
erce
ptio
n
3.5
3.8There is a process any student can use to raise concerns and help change the rules and policies at my school
3.9 3.6 4.1 3.5
emes
of S
tude
22 CONFIDENTIAL © The Center for Effective Philanthropy 2/10/2011
MNTHSMedian of New Tech Schools
1 2 3 4 5
school
Strongly disagree
Strongly agree
Neither agree nor disagree
Somewhat agree
Somewhat disagree
III. T
he
Note: Comparative data from the full YouthTruth dataset is not available because this question was asked only of students at New Tech Network.
Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19
c) Future Goals and Aspirations 24d) Life Outside of High School 35d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62ns V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74
VIII Appendix 86ent P
erce
ptio
n
VIII. Appendix 86
emes
of S
tude
23 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
Beneficiary PerceptionReport Future Goals and Aspirations
The Goals and Aspirations summary measure describes the extent to which students are communicating with adults at school about how to achieve their future goals.
Goals and Aspirations Summary Measure
MNTHS is rated similar to the median school on this measure. MNTHS is rated higher than the median NewTech school on this measure.
Moregoal-oriented
5.05.0NewTech Schools
Grade Level
Survey Questions Included in Summary Measure
In the past year, how often have you talked to an adult at your school about how to decide what you want to do after you graduate?
In the past year, how often have you talked to an ns
4.04.0Top of range
p y , yadult at your school about what classes you need to graduate?
ent P
erce
ptio
n
75th percentile50th percentile
MNTHS ‘10-‘11
emes
of S
tude
3.0
3.0
25th percentile
50th percentile(median)MNTHS ‘09-‘10
Median NewTech SchoolRange of NewTech Schools
24 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
1=Less goal-oriented
2.0Note: Scale ends at 2.0
2.0
Bottom of range
Freshmen
Sophomores
Juniors
SeniorsMN
THS
Gra
de
Leve
l
Beneficiary PerceptionReport
Items Included inAverage Rating
Future Goals and Aspirations
Items Included in Summary Measure
1=Never, 2=Rarely, 3=Sometimes, 4=Frequently, 5=Very frequently
In the past year, how often have
2.0 4.0 5.03.0
In the past year, how often have you talked to an adult at school about how to decide what you want to do after you graduate?
Sophomores overlaps Freshmen.
In the past year, how often have you talked to an adult at school about what classes you need to graduate?
ns
Other Related Item Not Included in Summary Measure
ent P
erce
ptio
n
Average Rating1=Never, 2=Rarely, 3=Sometimes, 4=Frequently, 5=Very frequently
2.0 4.0 5.03.0
In the past year, how often have you talked with your friends about college?
emes
of S
tude
25 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he Note: Scales end at 2.0
Full range of school
avg. ratings
Middle fiftypercent of school
avg. ratings
Median School
MNTHS ‘10-‘11
MNTHS‘09-‘10
MedianNewTech
School
Range ofNewTechSchools
Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport Students ‘ Desire to Attend College (1)
The proportion of MNTHS students who want to go to college is: Similar to that of the average school
Do you want to go to college?
Similar to that of the average NewTech school
No
80%
100%Maybe;
I ‘m not sure
ns
60%
80%
nden
ts
ent P
erce
ptio
n
40%
Perc
ent o
f Res
pon
Yes
emes
of S
tude
20%
P
26 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
0%MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School Average NewTech School
Beneficiary PerceptionReport Students ‘ Desire to Attend College (2)
Do you want to go to college?
No
80%
100%Maybe;
I ‘m not sure
ns
60%
80%
nden
ts
ent P
erce
ptio
n
40%
Perc
ent o
f Res
pon
Yes
emes
of S
tude
20%
P
27 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
0%Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport Next Steps After High School (1)
Compared to the proportion at the average school, a larger proportion of MNTHS students report that they expect to attend a 4-year college after graduating from high school.
After you finish high school, what do you expect to do next?1
100%
p y g g g g
80%Other
Undecided
ns
60%
spon
dent
s
Attend a 4-year
ent P
erce
ptio
n
40%
Perc
ent o
f Res
Attend a 4 yearcollege
emes
of S
tude
20% Attend a 2-yearcollege
Work full time at a job
28 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
0%MNTHS ‘10-‘11 Average NewTech School
Join the military
Average School
1: This question was added to the survey in the November 2010 survey round. Therefore, this chart only includes comparative data for the 54 schools that participated in the November 2010 round.
Beneficiary PerceptionReport Next Steps After High School (2)
After you finish high school, what do you expect to do next?
80%
100%
Other
Undecided
ns nden
ts
60%
80%
ent P
erce
ptio
n
Perc
ent o
f Res
pon
40%
Attend a 4-yearcollege
emes
of S
tude
P
20%
Attend a 2-year
29 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
Work full time at a job
III. T
he
0%Freshmen Sophomores Juniors Seniors
Join the military
college
Beneficiary PerceptionReport College Preparation
When students are asked whether their school has helped them understand the steps they need to take in order to apply to college MNTHS is rated:
When students are asked whether their school has helped them develop the skills and knowledge they will need for college MNTHS is rated:
5.0 5.05.0 5.0Develop Skills/Knowledge for College1 Understand Steps to Apply to College1
college, MNTHS is rated: Higher than the median school Higher than the median NewTech school
college, MNTHS is rated: Higher than the median school Higher than the median NewTech school
Strongly Strongly
NewTech Schools
Grade Level NewTech Schools
Grade Level agree Strongly agree
Top ofrange
4.0 4.0
4.0
4.0
cale
cale
ns
Somewhat agree Somewhat
agree
50th percentile
75th percentile
Top of range
75th percentile
50th til
Juniors overlaps Freshmen.
3.0
3.0
3.0
3.0
1-5
Sc
1-5
Sc
ent P
erce
ptio
n
Neither agree nor disagree
Neither agree nor
Bottom of range
50 percentile(median)25th percentile
Bottom of range
50th percentile(median)25th percentile
MNTHS ‘10-‘11
emes
of S
tude
disagree agree nor disagree
range MNTHS 10 11
MNTHS ‘09-‘10
Median NewTech SchoolRange of NewTech Schools
30 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
2.0 2.02.0 2.01=Strongly disagree
Note: Scale ends at 2.0 Note: Scale ends at 2.0III. T
he Somewhatdisagree Somewhat
disagree
1=Strongly disagree
SchoolsFreshmen
Sophomores
Juniors
SeniorsMN
THS
Gra
de
Leve
l
1: These questions were added to the survey in the November 2010 survey round. Therefore, these charts only include comparative data for the 54 schools that participated in the November 2010 round.
Beneficiary PerceptionReport Career Preparation
When students are asked whether their school has helped them understand the steps they need to take in order to have the careers they want MNTHS is rated:
When students are asked whether their school has helped them identify careers that match their interests and abilities, MNTHS is rated:
5 05 05 05 0
careers they want, MNTHS is rated: Higher than the median school Similar to the median NewTech school
MNTHS is rated: Higher than the median school Higher than the median NewTech school
Identify Careers Suited to Interests/Abilities1
Understand Steps to Obtain Desired Careers1
Strongly Strongly 5.05.05.05.0NewTech Schools
Grade Level NewTech Schools
Grade Level
Strongly agree
Strongly agree
4.0
4.04.0
4.0
ns ale
ale
Somewhat agree
Somewhat agree
Top of range
Top of range
3.0
3.0
3.0
3.0ent P
erce
ptio
n
1-5
Sca
1-5
Sca
Neither agree nor
Neither agree nor
50th percentile(median)
th
75th percentile75th percentile50th percentile(median)
25th percentile
Juniors overlaps Sophomores.
MNTHS ‘10-‘11
3.0
emes
of S
tude
gdisagree
gdisagree25th percentile
MNTHS ‘09-‘10
Median NewTech SchoolRange of NewTech Schools
Bottom of rangeBottom of
range
31 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
2.02.02.02.0Note: Scale ends at 2.0 Note: Scale ends at 2.0
III. T
he
1=Strongly disagree
Somewhatdisagree
Somewhatdisagree
1=Strongly disagree
Freshmen
Sophomores
Juniors
SeniorsMN
THS
Gra
de
Leve
l1: These questions were added to the survey in the November 2010 survey round. Therefore, these charts only include
comparative data for the 54 schools that participated in the November 2010 round.
Beneficiary PerceptionReport Considered Dropping Out of School (1)
Compared to the proportion at the median school, a similar proportion of MNTHS students report that they have seriously considered dropping out of high school. The reasons most frequently mentioned by students for
20% Why did you consider dropping out of school?1Note: Scale ends at 20%
y pp g g q y yconsidering dropping out are falling behind and feeling like they couldn ‘t catch up and not seeing how the work they were doing would help them in life.
MNTHS ‘10-‘11MNTHS ‘09-‘10Median SchoolMedian NewTech
ents
Percent of MNTHS students in ‘10-‘11 who have considered dropping out Percent of MNTHS students in ‘09 ‘10
School
15%
8%
7%
10%
rcen
t of R
espo
nde
ons
students in 09- 10 who had considered dropping outPercent of students who have considered dropping out at the median schoolP t f t d t
16%
16%
5%5%
3% 3%
5%
6%
5%
2%3%
5%
6%6%
5%
3% 3% 3% 2% 2%
4%
6%
5%
4%
2%3%
4%3%
3%
4%
7%
Per
dent
Per
cept
io Percent of students who have considered dropping out at the median NewTech school
16%
2%
1% 1%
2%2%
2%2%
1%1%
2% 2%
1%1%
2% 2%1%
1%
0%
hem
es o
f Stu
d
I had fallen behind and
felt like I
I didn ‘t see how the work I was doing
I had personal
problems at
I needed to work and
make money
I had problems with other
I didn ‘t feel like anyone
cared if I
I was discouraged
by an adult(s)
I failed state or
standardized
I didn ‘t feel safe
at school
I didn ‘t feel safe going to and from
Other2
32 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
h felt like I couldn ‘t catch up
I was doing would help me in life
problems at home
make money with other students2
cared if I stayed in school
by an adult(s) at school
standardized tests
at school to and from school
1: Includes data from 43 MNTHS students who responded 'Yes ‘ to the question, “Have you ever seriously considered dropping out of high school?” Students were asked to check all reasons that apply.
2: Comments included in 'Other ‘ category are provided in Student Comments Table.
Beneficiary PerceptionReport Considered Dropping Out of School (2)
Why did you consider dropping out of school?1
20%
Note: Scale ends at 20%
By grade level, percent of
students who have considered
dropping out
Freshmen 11%
Sophomores 16%
Juniors 14%
Seniors 16%
of R
espo
nden
ts
ns
10%
Perc
ent
ent P
erce
ptio
n
4%
8%
6%
4% 4% 4% 4%
6%
9% 9%
4% 4%
6%
8%
5% 5%
6%
5%4%
5%
emes
of S
tude
I had fallen I didn ‘t see I had I needed to I had I didn ‘t feel I was I failed I didn ‘t feel I didn ‘t feel Other
2% 2% 2%
0% 0% 0%
2%
1%
3%
1% 1%1%
3% 3% 3%
0% 0%
2%
0% 0% 0% 0% 0%
1%
0%
33 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
ad a ebehind and
felt like I couldn ‘t catch up
d d t seehow the work I was doing would help me in life
adpersonal
problems at home
eeded towork and
make money
adproblems with other students
d d t eelike anyone
cared if I stayed in school
asdiscouraged
by an adult(s) at school
a edstate or
standardized tests
d d t eesafe
at school
d d t eesafe going to and from
school
Ot e
1: Includes data from 43 MNTHS students who responded 'Yes ‘ to the question, “Have you ever seriously considered dropping out of high school?” Students were asked to check all reasons that apply.
Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19
c) Future Goals and Aspirations 24
d) Life Outside of High School 35d) Life Outside of High School 35e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62ns V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74
VIII Appendix 86ent P
erce
ptio
n
VIII. Appendix 86
emes
of S
tude
34 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
Beneficiary PerceptionReport Life Outside of High School
The Discussion Outside of School summary measure describes the extent to which adults outside of school are talking with students about their academic work and future.
Discussion Outside of SchoolSummary Measure
MNTHS is rated higher than the median school on this measure. MNTHS is rated higher than the median NewTech school on this measure.
Survey Questions Included in Summary MeasureIn the past year, how often has an adult outside of
More frequent
5.05.0NewTech Schools
Grade Level
school talked to you about the importance of college?
In the past year, how often has an adult outside of school talked to you about how you are doing in your classes?
ns
4.04.0 Top of range
In the past year, how often has an adult outside of school talked to you about ways to pay for college?
ent P
erce
ptio
n
50th percentile(median)25th percentile
75th percentile
MNTHS ‘10-‘11
emes
of S
tude
3.03.0
Bottom of range
MNTHS ‘09-‘10
Median NewTech SchoolRange of NewTech SchoolsFreshmene
35 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
1=Less frequent
2.0Note: Scale ends at 2.0
2.0
Freshmen
Sophomores
Juniors
SeniorsMN
THS
Gra
deLe
vel
Beneficiary PerceptionReport Life Outside of High School
Items Included InSummary Measure
Average Rating1=Never, 2=Rarely, 3=Sometimes, 4=Frequently,
5=Very frequentlySummary Measure 5 Very frequently
In the past year, how often has an adult outside of school
2.0 4.0 5.03.0
an adult outside of school talked to you about the importance of college?
In the past year, how often has ns
p y ,an adult outside of school talked to you about how you are doing in your classes?
ent P
erce
ptio
n
In the past year, how often has an adult outside of school talked to you about ways to pay for college?
emes
of S
tude
Note: Scales end at 2 0
36 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
Note: Scales end at 2.0
Full range of school
avg. ratings
Middle fiftypercent of school
avg. ratings
Median School
MNTHS ‘10-‘11
MNTHS‘09-‘10
MedianNewTech
School
Range ofNewTechSchools
Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport
Compared to the proportion at the median school, a smaller proportion of MNTHS students report home life as an obstacle that makes it hard for them to do their best in school, while a smaller proportion report their
Obstacles to Best Performance in School (1)
37%
34%
40%
p p pextracurricular commitments as an obstacle.
Note: Scale ends at 40%
MNTHS ‘10-‘11MNTHS ‘09-‘10
Do any of the following make it hard for you to do your best in school?1
26%
34%
27%
30%
ts
MNTHS 09- 10Median SchoolMedian NewTech School
26%
21%
17%
25%
20%
of A
ll R
espo
nden
t
ns
14%
8%
10%
13%
8%
%16% 16%
13%
8%
10%
14%
12% 12%
8% 8%9%
11%11%
14%
10%10%
Perc
ent o
ent P
erce
ptio
n
4%3%
4%
2%
6%5%
4% 4%
2%
8%
6%5%
4% 4%
8% 8%
4%4%
3%
0%emes
of S
tude
37 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
Home life My extracurricular commitments
Family responsibilities (including my own kid(s))
Relationship with
boyfriend or girlfriend
My own mental health
After-school job
Getting picked on
Crime and violence
outside school
Use of drugs and/or alcohol
Crime and violence in
school
Other
0%
1: Students were asked to check all reasons that apply; 37 percent of students indicated that there were no significant obstacles that make it difficult for them to do their best in school.
III. T
he
2: Comments included in 'Other ‘ category are provided in Student Comments table.
Beneficiary PerceptionReport Obstacles to Best Performance in School (2)
50%Do any of the following make it hard for you to do your best in school? 1
Note: Scale ends at 40%
Freshmen
Sophomores
37%
40%
Juniors
Seniors
32%
25%
29% 29%
24%
30%
ll R
espo
nden
ts
ns
12%13%
20%
16%
11%
14% 14%
19%
14%
16%
19%
10%10%
20%
Perc
ent o
f A
ent P
erce
ptio
n
2%3%
1%2%
0%
7%
9%
6% 6%
3%
9%9%
7%
1%
4%6% 6%
7%
5%
6%
2% 2% 2%
0%
10%10%10%
0%
10%
emes
of S
tude
38 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
Home life My extracurricular commitments
Family responsibilities (including my own kid(s))
Relationship with
boyfriend or girlfriend
My own mental health
After-school job
Getting picked on
Crime and violence
outside school
Use of drugs and/or alcohol
Crime and violence in
school
Other0%
III. T
he
1: Students were asked to check all reasons that apply; 37 percent of students indicated that there were no significant obstacles that make it difficult for them to do their best in school.
Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19
c) Future Goals and Aspirations 24
d) Life Outside of High School 35d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62ns V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74
VIII Appendix 86ent P
erce
ptio
n
VIII. Appendix 86
emes
of S
tude
39 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
Beneficiary PerceptionReport Rigor of Classes and Instruction
The Rigorous Instruction summary measure describes the degree to which students feel challenged to work hard, think critically in their classes, and believe that their teachers contribute to their learning.
Rigorous Instruction Summary Measure
MNTHS is rated higher than the median school on this measure. MNTHS is rated higher than the median NewTech school on this measure.
More rigorous 5.05.0
NewTech Schools
Grade Level
Survey Questions Included in Summary Measure
In order to receive a good grade, I have to work h d i l
ns
hard in my classes.
The work that I do for my classes makes me really think.
Teachers understand the subjects that they are teaching.
Top of range
75th percentile
ent P
erce
ptio
n
4.0
4.0Teachers assign homework that helps students to better understand the subject.
25th percentile
50th percentile(median)
75 percentile
MNTHS ‘10-‘11
emes
of S
tude
Bottom of range
MNTHS ‘09-‘10
Median NewTech SchoolRange of NewTech Schools
40 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
1 = Less rigorous
3.03.0Note: Scale ends at 3.0
Freshmen
Sophomores
Juniors
SeniorsMN
THS
Gra
de
Leve
l
Beneficiary PerceptionReport Rigor of Classes and Instruction
It I l d d iAverage Rating
Items Included in Summary Measure
1=Strongly disagree, 2=Somewhat disagree, 3=Neither agree nor disagree, 4=Somewhat agree, 5=Strongly agree
2.0 4.0 5.03.0
In order to receive a good grade, I have to work hard in my classes.
MNTHS ‘09-‘10 overlaps Median NewTech School.
ns
The work that I do for my classes makes me really think.
ent P
erce
ptio
n
Teachers understand the subjects that they are teaching.
emes
of S
tude
Teachers assign homework that helps students to better understand the subject.
41 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
Note: Scales end at 2.0.
Full range of school
avg. ratings
Middle fiftypercent of school
avg. ratings
Median School
MNTHS ‘10-‘11
MNTHS‘09-‘10
MedianNewTech
School
Range ofNewTechSchools
Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport Teachers ‘ Expectations and Relevance of Curriculum
On the measure of whether students agree that their class work helps them outside of school, MNTHS is
On the measure of whether students agree that their teachers ‘ expectations make them want to do their best,
What I learn in class helps me outside of school
My teachers ‘ expectations make me want to do my best StronglyStrongly
rated: Higher than the median school Higher than the median NewTech school
MNTHS is rated: Higher than the median school Higher than the median NewTech school
5.05.0 5.05.0schooly Strongly
agreeStrongly
agree NewTech Schools
Grade Level NewTech Schools
Grade Level
4.04.0
4.0
4.0
ns
Somewhat agree
Somewhat agree
Top of range
75th percentile
Top of range
75th percentile50th percentile
Sophomores overlaps Freshmen.
Seniors overlap Freshmen and Juniors.
3 0
3 0
3 0
3 01-
5 S
cale
ent P
erce
ptio
n
Neither agree nor
1-5
Sca
le
Neither agree nor
25th percentile
50th percentile(median)
25th percentile
50 pe ce t e(median)
MNTHS ‘10-‘11
MNTHS ‘09-‘10
3.0
3.0 3.03.0
emes
of S
tude
agree nor disagree
agree nor disagree Bottom of
rangeMedian NewTech SchoolRange of NewTech SchoolsFreshmen
ade
Bottom of range
42 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
2.02.0 2.02.0III. T
he
1=Strongly disagree
Somewhat disagree
1=Strongly disagree
Somewhat disagree
Note: Scale ends at 2.0Note: Scale ends at 2.0
Sophomores
Juniors
SeniorsMN
THS
Gra
Leve
l
Beneficiary PerceptionReport Time Preparing Outside of Class (1)
The proportion of MNTHS students who spend more than one hour each day on homework for their classes is: Similar to that of the average school
100%
Similar to that of the average NewTech school
How much time each day do you typically spend on homework for all your classes?
80%
100%
1.5 hours-2 hours
2 hours-3 hours
More than 3 hours
60%
pond
ents
ns
1 hour-1.5 hours
1.5 hours 2 hours
40%
Perc
ent o
f Res
p
ent P
erce
ptio
n
30 minutes-1 hour
20%
emes
of S
tude
Less than30 minutes
43 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
0%III. T
he None
MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School Average NewTech School
Beneficiary PerceptionReport Time Preparing Outside of Class (2)
100%
How much time each day do you typically spend on homework for all your classes?
80%
100%
1.5 hours-2 hours
2 hours-3 hours
More than 3 hours
60%
ns pond
ents
1 hour-1.5 hours
40%
ent P
erce
ptio
n
Perc
ent o
f Res
p
30 minutes-1 hour
20%
emes
of S
tude
Less than30 minutes
44 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
0%III. T
he None
Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport What Students Are Saying…
Below are selected student comments related to the theme of Rigor of Classes and Instruction. For a full list of comments, please see your Student Comments Table.comments, please see your Student Comments Table.
Selected Comments –Rigor of Classes and Instruction
“Since my classes are challenging, I am more engaged and am more dedicated in studying and seeking help; I have a better overall experience when I ‘m in classes that are challenging and interesting.”
ns
“We don ‘t actually choose our own electives. It would be cool that, when we have all the classes we need to get our credits, if there are extra classes we could take to fill in the periods, that WE get to choose from, so we are more comfortable and not just placed somewhere.”
“These challenging classes help me be prepared for what college is going to be like or at least a
ent P
erce
ptio
n These challenging classes help me be prepared for what college is going to be like or at least a taste of it and helps me strive to do my best.”
“I would love a study hall where we can work on projects, consult with teachers, study for tests, work on homework, and collaborate with peers. I think this would be a great thing at the beginning of the day”
emes
of S
tude beginning of the day
“Many times, I have wished for a time in the school day that we could dedicate to finishing assignments and getting focused and school matters. At school, I would be able to talk to teammates and wont have the distractions I get at home.”
45 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
Beneficiary PerceptionReport Rigor of Classes and Instruction – English
On the measure of whether students have to work hard in order to receive a good grade in their English class,
On the measure of whether students feel that the work they do in their English class makes them really think, MNTHS is
In order to receive a good grade, I have to work hard in my English class
The work that I do for my English class makes me really think
MNTHS is rated: Similar to the median school Higher than the median NewTech school
rated: Higher than the median school Higher than the median NewTech school
to work hard in my English class me really think5.05.0
NewTech Schools
Grade Level NewTech Schools
Grade Level 5.05.0Strongly
agreeStrongly
agree
e e
Top of range
ns
1-5
Sca
le
1-5
Sca
lrange
50th percentile(median)
75th percentile
Top of range
75th percentile
ent P
erce
ptio
n
4.0
4.0
4.0
4.0Somewhat agree
Somewhat agree
( )25th percentile
75 percentile
25th percentile
50th percentile(median)MNTHS ‘10-‘11
MNTHS ‘09-‘10
Median NewTech
emes
of S
tude
Bottom of range
Bottom of range
NewTech SchoolRange of NewTech SchoolsFreshmen
Sophomores
J iHS
Gra
de
Leve
l
46 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
3.03.0 3.03.0
Neither agree nor disagree
Neither agree nor disagreeNote: Scale ends at 3.0 Note: Scale ends at 3.0
1=Strongly disagree; 2=Somewhat disagree 1=Strongly disagree; 2=Somewhat disagree
Juniors
SeniorsMN
TH L
Beneficiary PerceptionReport Rigor of Classes and Instruction – English
On the measure of whether English teachers understand the subject that they are teaching, MNTHS is rated:
On the measure of whether English teachers assign homework that helps increase students ‘ understanding of
My English teacher understands the bj t th t h h i t hi
My English teacher assigns homework that helps t b tt d t d th bj t
Similar to the median school Higher than the median NewTech school
the subject, MNTHS is rated: Similar to the median school Higher than the median NewTech school
Strongly agree
Strongly agree
subject that he or she is teaching me to better understand the subject5.0 5.0
5.0 5.0Grade Level Grade Level NewTech Schools NewTech SchoolsTop of
range
75th percentile Top of
ns
Somewhat agree
Somewhat agree
4.0
4.0
4.0
4.025th percentile
50th percentile(median)
range
75th percentile
50th percentile
Seniors overlaps Juniors.
MNTHS ‘10-‘11 overlaps MNTHS ‘09-‘10.
Juniors overlaps Freshmen.MNTHS ‘09-‘10 overlaps Median NewTech School.
1-5
Sca
le
ent P
erce
ptio
n
Neither
1-5
Sca
leNeither
25th percentile(median)
Seniors overlaps Sophomores.MNTHS ‘10-‘11
MNTHS ‘09-‘10
MedianBottom of range
emes
of S
tude
Neither agree nor disagree
Neither agree nor disagree
3.0
3.03.0 3.0
Bottom of range
Median NewTech SchoolRange of NewTech SchoolsFreshmen
Sophomores Gra
de
vel
47 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
1=Strongly disagree
Somewhat disagree
1=Strongly disagree
Somewhat disagree2.0
2.02.0 2.0Note: Scale ends at 2.0 Note: Scale ends at 2.0
Juniors
SeniorsMN
THS
Lev
Beneficiary PerceptionReport Time Spent Outside of Class – English (1)
The proportion of MNTHS students who spend more than one hour each day on homework for English class is: Similar to that of the average school
More than3 h
How much time each day do you typically spend on homework for your English class?
100%
Similar to that of the average NewTech school
2 hours-3 hours
3 hours
80%
100%
1 hour-1.5 hours
1.5 hours-2 hours
pond
ents
ns
60%
30 minutes-1 hour
Perc
ent o
f Res
p
ent P
erce
ptio
n
40%Less than
30 minutes
emes
of S
tude
20%
None
30 minutes
48 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
0%MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School
None
Average NewTech School
Beneficiary PerceptionReport Time Spent Outside of Class – English (2)
More than 100%
How much time each day do you typically spend on homework for your English class?
3 hours
80%
100%
1 hour-1.5 hours
1.5 hours-2 hours
2 hours-3 hours
60%
ns pond
ents
30 minutes-1 hour
40%
ent P
erce
ptio
n
Perc
ent o
f Res
p
Less than30 i t
20%
emes
of S
tude 30 minutes
49 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
0%III. T
he None
Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport Rigor of Classes and Instruction – Math
On the measure of whether students have to work hard in order to receive a good grade in their math class,
On the measure of whether students feel that the work they do in their math class makes them really think,
MNTHS is rated: Higher than the median school Higher than the median NewTech school
MNTHS is rated: Higher than the median school Higher than the median NewTech school
In order to receive a good grade, I have to work hard in my math class
The work that I do for my math class makes me really think
e
Strongly agree
e
Strongly agree
to work hard in my math class really think5.0 5.0
NewTech Schools
Grade Level NewTech Schools
Grade Level
5.0 5.0
Top of range Top of
range
1-5
Sca
le
ns
1-5
Sca
l
50th percentile(median)
75th percentile75th percentile
50th percentileMNTHS ‘09-‘10 overlaps Median NewTech School.
ent P
erce
ptio
n
Somewhat agree
Somewhat agree
4.0
4.0
4.0
4.0
25th percentile
Bottom of range
25th percentile
(median)Seniors overlaps Sophomores.
MNTHS ‘10-‘11
MNTHS ‘09-‘10
Median
emes
of S
tude
Bottom of range
NewTech SchoolRange of NewTech SchoolsFreshmen
Sophomores
S G
rade
ev
el
50 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
Neither agree nor disagree
Neither agree nor disagree3.0 3.03.0 3.0Note: Scale ends at 3.0 Note: Scale ends at 3.0
1=Strongly disagree; 2=Somewhat disagree 1=Strongly disagree; 2=Somewhat disagree
Juniors
SeniorsMN
THS
Le
Beneficiary PerceptionReport Rigor of Classes and Instruction – Math
On the measure of whether math teachers understand the subject that they are teaching, MNTHS is rated:
On the measure of whether math teachers assign homework that helps increase students ‘ understanding of
My math teacher understands the bj t th t h h i t hi
My math teacher assigns homework that helps t b tt d t d th bj t
Similar to the median school Similar to the median NewTech school
the subject, MNTHS is rated: Similar to the median school Similar to the median NewTech school
Strongly agree
Strongly agree
subject that he or she is teaching me to better understand the subject5.0 5.0
5.0 5.0NewTech Schools
Grade Level NewTech Schools
Grade Level Top of range
Top of range
ns
Somewhat agree
Somewhat agree
4.0
4.0
4.0
4.025th percentile
50th percentile(median)
75th percentilerange
75th percentile
50th percentile(median)
MNTHS ‘10-‘11 overlaps Median NewTech School.
1-5
Sca
le
ent P
erce
ptio
n
Neither
1-5
Sca
leNeither
Bottom of range
25th percentileMNTHS ‘10-‘11
MNTHS ‘09-‘10
Median NewTech S h l
Bottom of range
emes
of S
tude
Neither agree nor disagree
Neither agree nor disagree
3.0
3.03.0 3.0SchoolRange of NewTech SchoolsFreshmen
Sophomores
Juniors
NTH
S G
rade
Le
vel
51 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
1=Strongly disagree
Somewhat disagree
1=Strongly disagree
Somewhat disagree2.0 2.02.0 2.0
Note: Scale ends at 2.0 Note: Scale ends at 2.0
SeniorsMN
Beneficiary PerceptionReport Time Spent Outside of Class – Math (1)
The proportion of MNTHS students who spend more than one hour each day on homework for math class is: Similar to that of the average school
More than3 h
How much time each day do you typically spend on homework for your math class?
100%
g Similar to that of the average NewTech school
2 hours-3 hours
3 hours
80%
100%
1 hour-1.5 hours
1.5 hours-2 hours
pond
ents
ns
60% 30 minutes-1 hour
Perc
ent o
f Res
p
ent P
erce
ptio
n
40%
Less than
emes
of S
tude
20%
N
Less than30 minutes
52 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
III. T
he
0%MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School
None
Average NewTech School
Beneficiary PerceptionReport Time Spent Outside of Class – Math (2)
More than3 h
100%
How much time each day do you typically spend on homework for your math class?
2 hours-3 hours
3 hours
80%
100%
1 hour-1.5 hours
1.5 hours-2 hours
60%
ns pond
ents
30 minutes-1 hour
40%
ent P
erce
ptio
n
Perc
ent o
f Res
p
Less than30 minutes
20%
emes
of S
tude
None
53 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
0%III. T
he
None
Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport Working In Group Projects
Students at MNTHS have participated in hands-on group projects during this school year more frequently compared to students at the average New Tech school. p g
“During this school year, how often have you participated in hands-on group projects?”
100%
80%
5 = Very frequently
ns
Average Ratings
Freshmen 4 5
60%
spon
dent
s
ent P
erce
ptio
n Freshmen 4.5
Sophomores 4.3
Juniors 4.7
Seniors 4.4
40%
Per
cent
of R
es
4 = Frequently
emes
of S
tude
20%
2 = Rarely
3 = Sometimes
54 CONFIDENTIAL © The Center for Effective Philanthropy 2/10/2011Note: Comparative data from the full YouthTruth dataset is not available because this question was asked only of
students at New Tech Network.
III. T
he 0% 1 = NeverMNTHS Average of New Tech
SchoolsAverage Ratings 4.5 4.3
Beneficiary PerceptionReport Working On Interesting Projects
Students at MNTHS agree more strongly than students at the average New Tech school that most projects in their core-subject classes are interesting.j g
“Most projects I do in core-subject classes (math/science/English/social studies) are interesting.”
100%
80%
5 = Strongly agree
ns
60%
spon
dent
s
4 Average Ratings
Freshmen 4 2
ent P
erce
ptio
n
40%
Per
cent
of R
es
3
Freshmen 4.2
Sophomores 3.6
Juniors 4.0
Seniors 3.7
emes
of S
tude
20%
2
1 = Strongly di
3
55 CONFIDENTIAL © The Center for Effective Philanthropy 2/10/2011
III. T
he
Note: Comparative data from the full YouthTruth dataset is not available because this question was asked only of students at New Tech Network.
0% disagreeMNTHS Average of New Tech
SchoolsAverage Ratings 3.9 3.7
Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19
c) Future Goals and Aspirations 24
d) Life Outside of High School 35d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57V Summary of Qualitative Feedback 62or
t Ser
vice
s
V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74
VIII Appendix 86
Scho
ol S
uppo
VIII. Appendix 86
sses
smen
t of
56 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
IV. A
Beneficiary PerceptionReport
Compared to the proportion at the median school, a larger proportion of MNTHS students report participating in advisory classes. However, students at MNTHS find advisory classes less helpful than do students at the median
Support Services – General (1)
4.44.5
4.44.5
140%
160% 5 Very helpful
high school. They also find access to the internet more helpful than do students at the median high schoolUse and Helpfulness of School Support Services1
MNTHS ‘10-‘11MNTHS ‘09-‘10Median SchoolMedian NewTech
4.0
4.24.1 4.1
4.0
3.6
4.24.1
4.2
4.04.1
3.93.8
3.9
4.1
3.94.0
3 4
3.9
4.3
4.04.1
3.9
3.6
120%
140%
4
ing
Somewhat helpful
Median NewTech School
87% 86%84%
88%83%
87%
75%
3.4
80%
100%
3
e H
elpf
ulne
ss R
ati
(Sym
bols
)
Neither helpful nor unhelpful
Parti
cipa
ting
in
e (B
ars)
ort S
ervi
ces
26%
45% 44%
31%
38%
47%
32%34%
32%30%
28%28% 28% 27%
40%
60%
2
Ave
rage
Somewhat unhelpful
cent
of S
tude
nts
PSu
ppor
t Ser
vice
Scho
ol S
uppo
26%22%
18%21%
24%21%22%
19%
0%
20%
1 Very unhelpful
Per
c
sses
smen
t of
Access to the Help choosing One-on-one After school After school Classes on Advisory
57 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
IV. A
Access to the internet
Help choosing classes to meet
graduation requirements
One on one tutoring with a
teacher or adult
After school tutoring program
After school make-up classes
Classes on how to study
Advisory classes
1: Students were specifically asked to rate how helpful these services have been for them on a scale from one to five. Ratings are not shown when fewer than five students responded to the question.
Beneficiary PerceptionReport Support Services – General (2)
4.54.64.6
160%
180% 5 Very helpfulFreshmen
Sophomores
Juniors
Use and Helpfulness of School Support Services1
3.7
4.3
3.6
4.1
3.7
4.1
4.3
4.0
4.2
3.7 3.7
4.3
3.8
4.3
4.0
4.2
3.8
4.34.4 4.4
4.0
4.2
3.8
120%
140%
160%
4 Somewhat helpful
g
Juniors
Seniors
85% 84%90% 90%
93%90%
82% 84%
3.2
3.4
80%
100%
120%
3
ort S
ervi
ces
Neither helpful nor unhelpful
Hel
pful
ness
Rat
ing
Sym
bols
)
icip
atin
g in
Ba
rs)
43%48%
56%50%
46%
39% 39%44% 44%
39%40%
60%
80%
2Scho
ol S
uppo
Somewhat unhelpful
Ave
rage
H (S
t of S
tude
nts
Par
tSu
ppor
t Ser
vice
(B
22%
33%28%
18%24%22%
30%
16%13%
18%
0%
20%
40%
1sses
smen
t of p
Very nhelpf l
Per
cen S
58 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
1
IV. A
unhelpfulAccess to the internet
Help choosing classes to meet
graduation requirements
One-on-one tutoring with a
teacher or adult
After school tutoring program
After school make-up classes
Classes on how to study
Advisory classes
1: Ratings are not shown when fewer than five students responded to the question.
Beneficiary PerceptionReport
Compared to the proportion at the median school, a larger proportion of MNTHS students report receiving college entrance exam preparation, while a smaller proportion report receiving counseling about future career
Support Services – Post-Graduation Goals (1)
140% 5 Very helpful
Use and Helpfulness of School Support Services1
g p p p p p g gpossibilities.
MNTHS ‘10-‘11MNTHS ‘09-‘10Median School
3.7
3.9 3.9 3.9 3.9
3.7
4.03.9
4.03.93.9
3.7 3.73.7
4.0 4.04.1
4.0
100%
120%
4 Somewhat helpful
Median SchoolMedian NewTech School
3.5 3.5
80%
3
elpf
ulne
ss R
atin
g ym
bols
)
cipa
ting
in
ars)
Neither helpful nor unhelpfulor
t Ser
vice
s
58%
33%36%
34%
53%
48%
42%
36%34%
45%
32% 32%
40%
60%
2
Ave
rage
He
(Sy
of S
tude
nts
Par
ticup
port
Serv
ice
(Ba unhelpful
Somewhat h l f l
Scho
ol S
uppo
26%23%
19% 20%
13%
23%
28%
18%
0%
20%
1
Perc
ent Su unhelpful
Verysses
smen
t of
59 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
0% 1Very
unhelpful
IV. A College entrance
exam preparationCounseling about future
career possibilitiesCounseling about
admissions requirementsCounseling about how
to apply to college2Counseling on how to pay for college
1: Students were specifically asked to rate how helpful these services have been for them on a scale from one to five. Ratings are not shown when fewer than five students responded to the question.
Beneficiary PerceptionReport Support Services – Post-Graduation Goals (2)
180% 5 Very helpful
Use and Helpfulness of School Support Services1Freshmen
Sophomores
Juniors
Seniors
3.9
4.1 4.1 4.1 4.1
3.9
4.2
4.44.5
4.34.3 4.3
3.8
4.3
4.5
140%
160%
4 Somewhat helpful
87%84%
3.3
3.53.4
2.92 8
100%
120%
3ort S
ervi
ces
Neither helpful nor pf
ulne
ss R
atin
g m
bols
)
atin
g in
s)
77%
67%
49%
71%
84%
58%
2.8
60%
80%
Scho
ol S
uppo
punhelpful
Somewhat
Ave
rage
Hel
p(S
ym
Stud
ents
Par
ticip
port
Ser
vice
(Bar
s
12%
26%22%
18%13%
25% 26%
17%13%
34% 33%
27% 26%
20%
40%2
sses
smen
t of Somewhat
unhelpful
Perc
ent o
f S
upp
60 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
0% 1
IV. A Very
unhelpfulCollege entrance exam preparation
Counseling about future career possibilities
Counseling about admissions requirements
Counseling about how to apply to college
Counseling on how to pay for college
1: Ratings are not shown when fewer than five students responded to the question.
Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19
c) Future Goals and Aspirations 24
d) Life Outside of High School 35d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62ack
V. Summary of Qualitative Feedback 62VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74
VIII Appendix 86litat
ive
Feed
ba
VIII. Appendix 86
mm
ary
of Q
ual
61 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
V. S
um
Beneficiary PerceptionReport Summary of Qualitative Feedback – Strengths
Students provided qualitative feedback, detailing the most important thing their school provides to help them do their best in class. Comments were categorized by students; specific themes based on responses from 298 students are shown below. Distributions f h f MNTHS th h l d th N T h h l
“What is the most important thing that your school provides to help you do your best in class?” 1
Most Frequently Mentioned % Student Comments % Student Comments at % Student Comments at
of responses are shown for MNTHS, the average school, and the average NewTech school.
Most Frequently Mentioned Strengths
% Student Comments at MNTHS
% Student Comments at the Average School2 the Average NewTech
School
Positive Culture/Extracurriculars 20% 11% 16%
Smaller Classes/Personalized
ack
Smaller Classes/Personalized Extra Help 16% 15% 14%
Prepare Me for my Academic Future 12% 10% 10%
Good Teachers 7% 7% 6%
Interesting/Relevant 7% 6% 7%
litat
ive
Feed
ba
gInstruction 7% 6% 7%
Learning Supports 6% 5% 4%
Course Selection 6% 8% 6%Supportive
Teachers/Administrators 4% 9% 8%
mm
ary
of Q
ual
Use of Class Time 3% 5% 5%
High Expectations 3% 8% 7%
Effective Classroom Management and Discipline 3% 3% 3%
Other 4% 3% 4%
62 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011
V. S
um Not sure/Nothing/Not helpful 8% 12% 9%
1: Proportions may not sum to 100 percent due to rounding.2: Due to changes in the survey instrument, this chart only includes comparative data for the 54 schools that
participated in the November 2010 round.
Beneficiary PerceptionReport One Way This School Helps Me Do My Best…
Students at MNTHS were asked to describe the most important thing that MNTHS provides to help them do their best in class. The chart below shows the five categories that are most frequently mentioned as a strength of MNTHS.
Most Frequently Mentioned Strengths
MNTHS Comments Included in this Topic% Student Comments at MNTHS
% Student Comments
at the Average School1
g q y g
g School1
Positive Culture/
Extracurriculars
“New Tech culture helps me in the class room because of how I can work with others and show my best without worry. Our culture helps me focus more on what ‘s inside the classroom compared to factors including fear for my physical being.” “The culture here lets me be free of most rules. People wont bother you or pick fights with you. Everyone is here for the same thing and that ‘s to get an education.” “Because you don ‘t have to worry about things like your safety and safety of your belongings, it relieves you of some stresses you would have at other schools ” “If we wanna give up the teachers and students
20% 11%you of some stresses you would have at other schools. If we wanna give up the teachers and students wont let us because of our culture. If it was negative we would not try in school and fail.”
Smaller Classes/
Personalized Extra Help
“Here at New Tech, I feel like the teachers are actually knowledgeable about what they teach me, and they care about me getting my work done on time and correctly. They encourage me to ask a lot of questions to really understand what I ‘m learning.” “When I don ‘t get all my work done I can stay after school and the teachers put up with everyone during and after school so its a real big help.” “When I ‘m struggling in a class, all it takes is a short workshop with my teacher to help me back on task. One on
16% 15%
ack
Extra Help one tutoring is available often.”
Prepare Me for my Academic
Future
“In all of the schools that I have attended I have always never really had much of a challenge…. This school is different. It provides me with a challenge. I really can learn new things in this environment. It gives me a taste of what a higher education will be like.” “Having classes that are challenging helps you focus on your career and when you get to do the career your used to the amount of knowledge it takes to follow your dream.” “Receiving the challenge of higher level learning at an earlier age helps prepare you for the work load and intensity of college ”
12% 10%
litat
ive
Feed
ba
you for the work load and intensity of college.
Good Teachers
“I think that one of the things that help me learn in this school is the way that teachers help out and push you to do the work.” “[Our teachers] make sure we understand the content they are teaching. They are willing to take time out of their days to make sure you understand it to the fullest extent.” “They teach me what I need to learn in a correct manner and aren ‘t wrong about what they are teaching me. Which greatly helps me when I ‘m learning”
7% 7%
“Having interesting classes helps me because it keeps me interested in what we ‘re learning and it alsomm
ary
of Q
ual
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Interesting/Relevant
Instruction
Having interesting classes helps me because it keeps me interested in what we re learning and it also helps with things that I ACTUALLY need to know outside of school.” “By being interested in the classes it allows me to be more focused and into the work providing a better product.” “When the subject is interesting, I, personally, get more into the project. Usually I also end up remembering the things we learned.”
7% 6%V. S
um
1: Due to changes in the survey instrument, this chart only includes comparative data for the 54 schools thatparticipated in the November 2010 round.
Beneficiary PerceptionReport Summary of Qualitative Feedback – Weaknesses
Students provided qualitative feedback, detailing the most important thing their school could change to help them do their best in class. Comments were categorized by students; specific themes based on responses from 298 students are shown below. Di t ib ti f h f MNTHS th h l d th N T h h lDistributions of responses are shown for MNTHS, the average school, and the average NewTech school.
Most Frequently Mentioned W k
% Student Comments at % Student Comments
t th A S h l2% Student Comments
at the Average
“What is the most important thing that your school could change to help you do your best in class?” 1
Weaknesses CMNTHS at the Average School2 g
NewTech School
More Course Selection 16% 9% 9%
Student Attitudes 12% 14% 16%
More Time to Do Work 10% 6% 7%
More Personalized Attention 10% 7% 7%Extracurriculars and Involvement
With Other Schools 9% 7% 7%
Better Teachers 8% 12% 12%
Varied Instruction/Relevant Work 8% 7% 7%ack
Varied Instruction/Relevant Work 8% 7% 7%
More Learning Supports 4% 3% 2%
Prepare Me for My Future 4% 4% 4%
Attitude Towards Students 3% 6% 5%Higher Expectations/Keep Me On 3% 5% 4%lit
ativ
e Fe
edba
g p pTrack 3% 5% 4%
Better Policies 2% 6% 5%
Facilities and Resources 2% 3% 2%
Other 1% 3% 3%
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Not sure/Nothing/No change 10% 9% 10%
V. S
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1: Proportions may not sum to 100 percent due to rounding.2: Due to changes in the survey instrument, this chart only includes comparative data for the 54 schools that
participated in the November 2010 round.
Beneficiary PerceptionReport One Thing This School Could Do Better…
Students at MNTHS were asked to describe the most important thing that MNTHS could change to help them do their best in class. The chart below shows the four categories that are most frequently mentioned as a weakness of MNTHS.
Most Frequently Mentioned
Weaknesses
MNTHS Comments Included in this Topic% Student Comments at MNTHS
% Student Comments
at the Average
1
g q y
Weaknesses School1
More Course Selection
“We only have certain number of electives, and being a senior I have run out of classes to take. I do not think that is a good quality of a high school trying to prepare you for the outside world.” “I would like to have more varieties of electives because we don ‘t have many electives at Manor New Tech. I would like to expand my culture and social skills by having more choice of different electives.” “Having more options would probably help us to know what we like and don ‘t like to take in consideration when we 16% 9%Selection decide what we want to do with our future.” “It ‘s just annoying to have such limited opportunities.” “The 'electives ‘ aren ‘t really elective. The school forces us to have engineering, architecture, digital literacy…. I think they should give us more options like home economics or art. Things that we might actually want to take.”
Student
“I believe that the only real issue are school sometimes faces is student behavior.” “Many students don ‘t want to be here as much as some other students and are just wasting their time and distracting others.” “There ‘s alot of students that act like they don ‘t care and they are very disruptive so it distracts me andac
k
Student Attitudes
There s alot of students that act like they don t care and they are very disruptive, so it distracts me and I don ‘t get to learn/hear what I need to know.” “Less distractions will result in more learning time.” “I think if we would have fewer students that distract others around them, then other students and I would have a better environment to learn.” “Improving the attitudes of some of my fellows would help me by giving me more motivated people to work with.”
12% 14%
“Some students don ‘t have computers at home or just don ‘t have what they need in order to do their assigned work and some students can ‘t come in before or after school so they don ‘t have time outside lit
ativ
e Fe
edba
More Time to Do Work
of school to finish their work. If we had a study hall class period during school it would allow some students to be able to do their assigned work during school.” “We need a study hall so we can finish our work outside classroom and we can help other people in that study hall.” “Having a small time period during the day would give me time to catch up on things I am behind in or to get extra help in any subject that I may need it. I honestly think that it would help improve my grades a little”
10% 6%
More“It would give me more of a chance to understand the topic I learn better when things are explained to me one on one and when I get to ask questions with the teacher just talking to me ” “Here at our schoolm
mar
y of
Qua
l
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More Personalized
Attention
me one on one and when I get to ask questions with the teacher just talking to me. Here at our school teachers do help us with our work but for the most part it ‘s independent work. If teachers can help a little more than I believe it will create a better learning environment and not leave anyone behind.” “A lot of times students who are struggling get frustrated. If the teacher would offer to explain it until the student gets it, the student will be more likely to learn.”
10% 7%
V. S
um
1: Due to changes in the survey instrument, this chart only includes comparative data for the 54 schools thatparticipated in the November 2010 round.
Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19
c) Future Goals and Aspirations 24
d) Life Outside of High School 35on d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62 for D
iscu
ssio
V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67VII. Student Demographics and School Resources 74
VIII Appendix 86ngs
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Beneficiary PerceptionReport Review of Findings (1)
Chart shows the percentile rank of MNTHS ( ), MNTHS in ‘09-‘10 ( ), and the median school in NewTech ( ) compared to all schools on selected measures.
Key MeasuresPercentile Rank
Description of Key Measures
Describes the degree to which students agree that they
50th 75th 100th0th 25th
( ) p
Options After GraduationDescribes the degree to which students agree that they will have more options after graduation because of what their school has done for them
Quality of Education Describes the degree to which students believe they are receiving a high-quality education
on
Relationships with Teachers Summary
Measure
Topic: Quality of teachers support – academic and personal; Teacher personal attention; Perceptions of teachers ‘ efforts to push students and provide them with necessary structures for advancing
for D
iscu
ssio
School Culture Summary Measure
Topic: School-wide culture that fosters respect and fairness
Goals and Aspirations Summary Measure
Topic: Communication with an adult in school about one ‘s academic future; Future orientation of the school
ngs
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Discussion Outside of School Summary Measure
Topic: Communication about students ‘ future with an adult outside of school; External adult support and involvement
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Rigorous Instruction Summary Measure Topic: Rigor of classroom work and instruction
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Beneficiary PerceptionReport Review of Findings (2)
Chart shows the percentile rank of MNTHS ‘s Freshmen ( ), Sophomores ( ), Juniors ( ), and Seniors ( ) among all schools in the comparative set.
Key MeasuresPercentile Rank
Description of Key Measures
D ib th d t hi h t d t th t th
50th 75th 100th0th 25th
Juniors ( ), and Seniors ( ) among all schools in the comparative set.
Options After GraduationDescribes the degree to which students agree that they will have more options after graduation because of what their school has done for them
Quality of Education Describes the degree to which students believe they are receiving a high-quality education
on
Sophomores overlaps Freshmen.
Relationships with Teachers Summary
Measure
Topic: Quality of teachers support – academic and personal; Teacher personal attention; Perceptions of teachers ‘ efforts to push students and provide them with necessary structures for advancing
for D
iscu
ssio
School Culture Summary Measure
Topic: School-wide culture that fosters respect and fairness
Goals and Aspirations Summary Measure
Topic: Communication with an adult in school about one ‘s academic future; Future orientation of the school
ngs
and
Are
as
Summary Measure ;
Discussion Outside of School Summary Measure
Topic: Communication about students ‘ future with an adult outside of school; External adult support and involvement
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Rigorous Instruction Summary Measure Topic: Rigor of classroom work and instruction
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Beneficiary PerceptionReport Areas for Discussion (1)
In the following section, CEP summarizes particular areas in which your school had distinctive results – either positively or negatively – compared to other participating schools. We encourage you to use this section to help p y g y p p p g g y punderstand the pattern of results across students within your school. We end each issue area with some discussion questions for you to consider.
Positive Relationships with Teachers
Overall, MNTHS students rate their relationships with teachers in school more positively than the typical school that has participated in YouthTruth, and higher than MNTHS ‘09-‘10 students. Compared to students at the typical school, students at MNTHS indicate that more of their teachers try to be fair, make connections between what they are learning in class to life outside of the classroom, and make an effort to understand what their life is like outside of school.
In their comments, students frequently describe supportive teachers that want to see students succeed. One student says, “If I on do not understand the work in class, the teachers would stay after or come before school to help make sure that students are all caught up on the work,” and another states, “No matter what question I have, teachers will answer anything. Even when I need help with my homework, I can email them and they will respond.” MNTHS students also more strongly agree than typical that there is at least one teacher who would write them a recommendation for a job, program, scholarship, or college, and that their teachers ‘ expectations make them want to do their best. fo
r Dis
cuss
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What may have changed since last year that has led to more positive student perceptions of their relationships with teachers, particularly teachers ‘ effort to understand students ‘ lives outside of school?
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Beneficiary PerceptionReport Areas for Discussion (2)
School Culture and Attitudes
St d t t MNTHS h iti ti f th i h l lt th d t d t t th t i l h l d ibi itStudents at MNTHS have more positive perceptions of their school culture than do students at the typical school, describing it as “fun,” “safe,” and “diverse.” MNTHS students agree more strongly than typical – and more strongly than ‘09-‘10 MNTHS students – that there is respect between adults and students and that their classmates care about succeeding academically. They also more strongly agree that they enjoy coming to school than is typical.
When asked to indicate the most important thing that their school provides to help them do their best in class, students mostfrequently mention the positive culture at MNTHS. One student comments, “Having positive culture actually makes you want to come to school and try your best. It motivates you to go above and beyond without worrying about being made fun of. Everyone is always nice and cares about their work, and it ‘s great to be surrounded by people in an environment that you can trust and feel safe in.”
While students agree more strongly than typical that discipline at MNTHS is fair, students continue mention “disrespectful” on students that have a “negative attitude, distracting other students from their work.” However, MNTHS students more strongly agree than students at the typical NewTech Network school that nearly all students and staff obey and enforce the rules, and that there is a process any student can use to raise concerns and help change the rules and policies at school. Additionally,perceptions of discipline differ by grade level at MNTHS. Compared to freshmen and juniors, sophomores and seniors less strongly agree that discipline at MNTHS is fair. fo
r Dis
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Given the overall positive culture that MNTHS fosters, how can the school address student concerns about selected students ‘ disruptive attitudes and behaviors to ensure consistency in student perceptions of discipline?
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Beneficiary PerceptionReport Areas for Discussion (3)
Preparation for the Future
C d t t d t t th t i l h l MNTHS t d t b li th t th ill h ti ft d ti bCompared to students at the typical school, MNTHS students believe that they will have more options after graduation because of what their school has done for them. A larger than typical proportion of MNTHS students expects to go to a 4-year college, and students also more strongly agree than typical that their school has helped them develop the skills and knowledge they will need for college, as well as understand the steps needed in order to apply to college. In the words of one student, “Being able to attend MNTHS is a huge privilege, and will without a doubt benefit me when it comes time to applying for colleges, studying in college and help me with real world situations ”in college, and help me with real world situations.
MNTHS students report a typical frequency of conversations with an adult at school about what to do after graduating and about what classes they need to graduate, although they report more frequently engaging in these conversations compared to MNTHS ‘09-‘10 students. In addition, students speak more frequently than is typical with adults outside of school about how they are doing in their classes and about ways to pay for college – both increases since MNTHS ‘09-‘10 results.
on Seniors at MNTHS more frequently speak with adults at school about their future compared to students of other grade levels –a finding consistent with other schools that have participated in YouthTruth. However, seniors less strongly agree than otherstudents at MNTHS that they will have increased options after graduation. One senior comments, “I will have more opinions of this school after I get into college and can accurately gauge how well this school prepared me for life after high school.” Another states that “any high school could have got me into the program I am in. 99.9 percent of the workforce went to regular school…. It is ignorant to think I will do better than all of them because of New Tech ” fo
r Dis
cuss
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It is ignorant to think I will do better than all of them because of New Tech.”
Are there ways in which teachers or other adults at MNTHS can more regularly communicate with students across all grade levels about their future goals?
What might be driving seniors ‘ perceptions about their options after graduation?ngs
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Beneficiary PerceptionReport Areas for Discussion (4)
Rigor of Classes and Instruction
MNTHS t d t t th i f th i l d i t ti hi h th d t d t f th t i l h l S ifi llMNTHS students rate the rigor of their classes and instruction higher than do students of the typical school. Specifically, MNTHS students more strongly agree that the work they do in class makes them think, that teachers understand the subjects they are teaching, and that teachers assign homework that helps students to better understand the subject than is typical. However, sophomores rate lower than other students regarding rigor of their classes and instruction, while freshmen and juniors rate higher overall.
Students most frequently mention – and more frequently than typical – better course selection at MNTHS as a way in which the school could change to help students do their best in class. Students express wanting to have more elective options; One student says, “Having more options would probably help us to know what we like and don ‘t like to take in consideration when we decide what we want to do with our future,” and with more electives “I feel we would have even more fun at school because there would be more variety instead of every student basically taking the same classes.”
on Although students spend at typical amount of time on homework outside of class, a larger than typical proportion of students requests more time to do work in school, such as having “a study hall so [students] could work on projects that…really need to get done.”
Are there ways in which MNTHS can address students ‘ requests for increased course selection, given the unique mission and learning focus of the school? fo
r Dis
cuss
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mission and learning focus of the school?
Given the rigor already broadly perceived by its students, can MNTHS institute additional time for students to complete their work?
How can MNTHS work to create more consistency in student perceptions of the school ‘s academic rigor?
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Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19
c) Future Goals and Aspirations 24
d) Life Outside of High School 35rces
d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62choo
l Res
our
V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74VIII Appendix 86ra
phic
s an
d S
VIII. Appendix 86
uden
t Dem
ogr
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Beneficiary PerceptionReport Student Demographics and School Resources
This section is intended to provide context to participating schools in interpreting their lt S h l ti i ti i Y thT th h diff t t d t l ti d tresults. Schools participating in YouthTruth have different student populations and operate
under different structures and with particular educational approaches and resources – so, as with all of the information contained in this report, each school should interpret its results in light of its distinctive goals, philosophy, and objectives.
Student Demographics
The following section highlights the demographic profile of students surveyed acrossrces
The following section highlights the demographic profile of students surveyed across participating schools.
– The information in this section is based on self-reported data from students.
choo
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raph
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Beneficiary PerceptionReport Race of Respondents
Race/Ethnicity of Survey Respondents
American Indian/
Asian or Pacific Islander
100%
Race/Ethnicity of Survey Respondents
Other
Alaska Native
80%
rces
ts
Caucasian/White
Multi-racial
60%
choo
l Res
our
ent o
f Res
pond
ent
African American/
Black
White
20%
40%
raph
ics
and
S
Per
ce
Hispanic/
Black
0%
20%
uden
t Dem
ogr
Latino
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Note: This data was self-reported by students; 11 students selected 'Prefer not to say ‘ when asked this question.
MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School Average NewTech School
Beneficiary PerceptionReport Gender of Respondents
Prefer not to say
100%
Gender of Survey Respondents
rces
ts
80%
Female
choo
l Res
our
ent o
f Res
pond
ent
60%
raph
ics
and
S
Per
ce
20%
40%
Male
uden
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ogr
0%
20%
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Note: This data was self-reported by students.
MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School Average NewTech School
Beneficiary PerceptionReport Grade Level of Respondents
100%
Grade Level of Survey Respondents
12th grade
rces
ts
80%
11th grade
12 grade
choo
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our
ent o
f Res
pond
ent
60%
11 grade
raph
ics
and
S
Per
ce
20%
40% 10th grade
uden
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ogr
0%
20%
9th grade
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Note: This data was self-reported by students. Two MNTHS students did not identify as 9th, 10th, 11th, or 12th graders.
MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School Average NewTech School
Beneficiary PerceptionReport Academic Grades of Respondents (1)
Mostly Ds
Academic Grades of Survey Respondents
100%Don ‘t Know Mostly Ds
and Below
80%
rces
Mostly Cs and Ds
60%
Res
pond
ents
choo
l Res
our
Mostly Bs and Cs
40%
Perc
ent o
f R
raph
ics
and
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20%
uden
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Mostly As and Bs
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0%
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Note: This data was self-reported by students in response to the question, “What have most of your high school grades been?”
MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School Average NewTech School
Beneficiary PerceptionReport Academic Grades of Respondents (2)
Academic Grades of Survey Respondents
100%Don ‘t Know
Mostly Ds and Below
80%
rces
Mostly Cs and Ds
60%
choo
l Res
our
Res
pond
ents
Mostly Bs and Cs
40%
raph
ics
and
S
Perc
ent o
f R
20%
uden
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Mostly As and Bs
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0%
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Note: This data was self-reported by students in response to the question, “What have most of your high school grades been?”
Freshmen Sophomores Juniors Seniors
Beneficiary PerceptionReport Types of Classes Taken by Respondents (1)
Note: Scale ends at 80%
Types of Classes Taken by Survey Respondents80%
rces
MNTHS ‘10-‘11MNTHS ‘09-‘10Median SchoolMedian NewTech School
57%
64%
56%60%
fRes
pond
ents
choo
l Res
our School55%56%
40%
Perc
ent o
f
raph
ics
and
S
29% 28%
21%
31%
26%
40%
uden
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ogr
6%
17%
7%
4%
7%5%
2%
10%
6% 6%
2%
15%
2%2%
20%
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General/Regular Honors/Courses for college credit (including AP/IB)
ESL/ELL/Bilingual Career/Vocational Special education Don ‘t know
1%2% 2%%2%
0%
Note: This data was self-reported by students; students were offered the above options and were asked to check all that apply.
Beneficiary PerceptionReport Types of Classes Taken by Respondents (2)
Note: Scale ends at 80%
Types of Classes Taken by Survey Respondents
80%
rces
Types of Classes Taken by Survey Respondents
Freshmen
66%
59%
54%
57%60%
choo
l Res
our Sophomores
Juniors
Seniors43%
54%
48%
40%
raph
ics
and
S
23%
18%20%
uden
t Dem
ogr
9% 10%
16%
3%1% 1%
18%
7%
3%1%
10%
2% 2%
5%
11%
2%2%
20%
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General/Regular Honors/Courses for college credit
(including AP/IB)
ESL/ELL/Bilingual Career/Vocational Special education Don ‘t know
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Note: This data was self-reported by students; students were offered the above options and were asked to check all that apply.
Beneficiary PerceptionReport School Resources
School Resources
The school resources section provides additional context about how schools participating in YouthTruth differ operationally across key parameters. It contains charts based on data supplied by leadership at participating schools where possible.
rces
ch
ool R
esou
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Beneficiary PerceptionReport Student Populations Served
Compared to the median school, MNTHS has a similar proportion of students who are eligible for FRPL, a larger proportion of students assigned to ELL classes, and a smaller proportion of students taking SPED classes.
100%
Student Populations Served
proportion of students assigned to ELL classes, and a smaller proportion of students taking SPED classes.
80%
rces
62%58%
49%
60%
f Res
pond
ents
choo
l Res
our
MNTHS ‘10-‘11Median SchoolMedian NewTech School
40%
Perc
ent o
raph
ics
and
S
6% 4%3%
9%
2%7%
0%
20%
FRPL1 ELL2 SPED3uden
t Dem
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FRPL1 ELL2 SPED3
1: FRPL describes students who are eligible for free or reduced price lunch.2: ELL refers to students who are assigned to English as a Second Language/ English Language Learner classes. 3: SPED refers to students assigned to special education classes.
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Note: This data was provided by school leadership.
Beneficiary PerceptionReport School Staffing
The number of students per full-time teacher at MNTHS is:
L h h di h l
The number of students per counselor at MNTHS is: Higher than the median school
Student to Teacher Ratio Student to Counselor Ratio40 1000
Lower than the median school Lower than the median NewTech school
Higher than the median NewTech school
40 1000Top of Top of
rces
30
35
800
900
30
35
800
900MNTHS
Median NewTech SchoolR f
Top of range range
ts P
er T
each
er
choo
l Res
our
Per
Cou
nsel
or
25
30
600
700
25
30
600
700Range of NewTech Schools
75th percentile
Num
ber o
f Stu
dent
raph
ics
and
S
mbe
r of S
tude
nts
15
20
300
400
500
15
20
300
400
500
25th percentile
50th percentile(median)
75th percentile50th percentileN
uden
t Dem
ogr
Num
5
10
100
200
5
10
100
200
Bottom of range
50 percentile(median)
25th percentile
Bottom of
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Note: This data was provided by school leadership. The student to teacher ratio is based on the number of full-time-equivalent teachers and the student to counselor ratio is based on the number of counselors (guidance and/or college) at each school.
0 00 0Bottom of range
Beneficiary PerceptionReport Contents
I. Introduction 2
II. Executive Summary and Overall Items 7
III. Themes of Student Perceptions
a) Relationships with Teachers 12) p
b) School Culture and Attitudes 19
c) Future Goals and Aspirations 24
d) Life Outside of High School 35d) Life Outside of High School 35
e) Rigor of Classes and Instruction 40
IV. Assessment of School Support Services 57
V Summary of Qualitative Feedback 62V. Summary of Qualitative Feedback 62
VI. Review of Findings and Areas for Discussion 67
VII. Student Demographics and School Resources 74
VIII Appendix 86VIII. Appendix 86
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Beneficiary PerceptionReport Profiles of Participating Districts/Networks
District/Network Location Types of Schools Date Most Recently Surveyed
Number of Participating
Number of Participating Surveyed Schools Students
Anonymous Charter School Network Arizona Charter November 2010 14 4,103
Anonymous Charter School Network Michigan Charter November 2009 1 476
ASPIRE Charter Schools California Charter November 2010 3 414
Atlanta Public Schools Georgia Traditional February 2010 10 3,578
College Success Foundation Washington Traditional November 2010 2 430
Denver Public Schools Colorado Charter, STEM February 2010 1 345
District of ColumbiaPublic Schools
Washington, D.C. Traditional February 2009 1 891
Maya Angelou Public Charter Schools
Washington, D C Charter February 2009 1 94Charter Schools D.C. y
Miami-Dade CountyPublic Schools Florida Traditional November 2010 13 19,715
NewTech Network National Charter, STEM, redesign November 2010 18 4,135
North Carolina New North Carolina STEM, early/middle February 2010 39 5 715
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Schools Project North Carolina college, redesign February 2010 39 5,715
Ohio STEM Learning Network Ohio STEM November 2010 5 1,335
Phoenix Union HighSchool District Arizona Traditional, alternative November 2010 7 4,113
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Seattle Public Schools Washington Traditional February 2009 1 587
Texas High SchoolProject Texas STEM, redesign February 2010 3 656
Beneficiary PerceptionReport About the Center for Effective Philanthropy (CEP)
MissionTo provide data and create insight so philanthropic funders can better p g p pdefine, assess, and improve their effectiveness – and, as a result, their
intended impact.
VisionWe seek a world in which pressing social needs are more effectively
addressed. We believe improved performance of philanthropic funders can have a profoundly positive impact on nonprofit organizations and the people
and communities they serve.
Although our work is about measuring results, providing useful data, and improving performance, our ultimate goal is improving lives. We believe this
can only be achieved through a powerful combination of dispassionate analysis and passionate commitment to creating a better society.
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Beneficiary PerceptionReport Contact the Center for Effective Philanthropy
This report was produced for Manor New Technology High School in February This report was produced for Manor New Technology High School in February 2011 by the Center for Effective Philanthropy. Please contact CEP with any questions about this report.
Contacts:
- Valerie Threlfall, Director, YouthTruth
415-391-3070 x136
- Sindhu Knotz, Manager, g
415-391-3070 x129
- Zach Kahn, Research Analyst
617-492-0800 x223
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