informing progress -- personalized learning: teacher and student survey results
TRANSCRIPT
ADDENDUM
C O R P O R A T I O N
Funded by
Informing Progress—Personalized Learning
Teacher and Student Survey Results
John F. PaneElizabeth D. SteinerMatthew D. BairdLaura S. HamiltonJoseph D. Pane
RR-2042/1-BMGF
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This report is based on research funded in part by the Bill & Melinda Gates Foundation. The findings and conclusions contained within are those of the authors and do not necessarily reflect positions or policies of the Bill & Melinda Gates Foundation.
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The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis.
C O R P O R A T I O N
Guided by the belief that every life has equal value, the Bill & Melinda Gates Foundation works to help all people lead healthy, productive lives. In developing countries, it focuses on improving people’s health and giving them the chance to lift themselves out of hunger and extreme poverty. In the United States, it seeks to ensure that all people—especially those with the fewest resources—have access to the opportunities they need to succeed in school and life. Based in Seattle, Washington, the foundation is led by CEO Susan Desmond-Hellmann and Co-chair William H. Gates Sr., under the direction of Bill and Melinda Gates and Warren Buffett.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 1
Table of Contents2 Survey Results Addendum
3 Teacher Survey Results, National and NGLC Samples, Spring 2015
4 Teaching Background
10 Design Elements
12 Curriculum and Instructional Practices
16 Use of Student Assessment Data
21 Curriculum and Instructional Practices
29 Student Survey Results, National and NGLC Samples, Spring 2015
41 Teacher Survey Results, NGLC District and Charter Schools, Spring 2015
42 Teaching Background
48 Design Elements
50 Curriculum and Instructional Practices
54 Use of Student Assessment Data
59 Curriculum and Instructional Practices
67 Student Survey Results, NGLC District and Charter Schools, Spring 2015
79 Teacher Survey Scales, NGLC and National Samples, Spring 2015
83 Student Survey Scales, NGLC and National Samples, Spring 2015
Informing ProgressPersonalized Learning Teacher and Student Survey Results2
This addendum to Informing Progress: Insights on Personalized Learning Implementation and Effects documents results from surveys administered to Next Generation Learning Challenges (NGLC) teachers and students in personalized learning schools in the spring of the 2014–15 school year.
To provide comparative data for the NGLC teacher and student surveys, the Bill & Melinda Gates Foundation engaged Grunwald Associates to administer the surveys to a national sample. Those surveys were administered during the summer after the 2014–15 school year. The questions on the survey were nearly identical to those on the NGLC surveys, although the language was adapted to refer in the past tense to the 2014–15 school year.
This document first presents tables showing responses from the NGLC and national samples side-by-side. Subsequent tables display the NGLC survey results separately by whether the respondents were in charter-operated or district-operated schools.
Teacher SurveysTeachers of mathematics and English language arts content were asked to provide their perceptions about various aspects of the models, including professional training and support, access to resources, the quality of instructional and curricular materials, use of different models of classroom instruction, use of technology in the classroom, use of data to assess student progress, and obstacles to implementation. The NGLC survey was distributed to a sample of 330 teachers across the 40 schools; the response rate was 74 percent.
Student SurveysStudents were asked to describe their study habits, attitudes toward learning, perceptions about their school, the level of access to technology, and other topics. The student surveys were administered online in the fall and spring of the 2014–15 school years to students in 29 schools with enrolled students who met the age criteria: grades 6 and above or age 11 and older if the school did not use traditional grade levels. We distributed the fall survey to 9,294 students and the spring survey to 9,058 students. Response rates were 71 percent and 69 percent, respectively. The fall survey focused on study habits and attitudes toward learning; the spring survey supplemented these with the remaining topics. Students responded similarly on the items present in both surveys, so this report focuses on the spring results that cover the broader range of topics.
Survey ScalesFor the teacher and student surveys, we used exploratory factor analysis to identify groups of survey items that reliably grouped together to address a higher-level construct, and we examined the internal consistency reliability (using coefficient Alpha) of the resulting clusters of items. Based on the results of these analyses, we created multi-item scales by calculating an average item score for each set of items and each respondent. A complete list of the items that comprise each scale, the mean scale score, response scale, and coefficient Alpha for the NGLC results are presented in this document.
Survey Results Addendum
Teacher Survey Results, National and NGLC Samples, Spring 2015
Informing ProgressPersonalized Learning Teacher and Student Survey Results4
1 In addition to your work instructing students, do you also serve in any of the following formal roles this year? [N = 525 national sample teachers; N = 243 NGLC teachers]
Percentage of National Sample Teachers
Percentage of NGLC Teachers
Administrator (e.g., assistant principal) 0 5
Master teacher 14 8
Coach or mentor for other teachers 19 19
Department head or lead teacher 23 16
Professional development provider 10 10
Technology support provider 5 3
Guidance counselor or provider of nonacademic support to students 3 3
None of the above 47 52
Other, please specify 8 13
NOTE: This question instructed the respondent to “select all that apply,” so the percentages will not add to 100 percent.
Written responses to the “Other” category:
National Sample: PLC leader for 1st grade; After School Program Site Coordinator; Homebound Instructor; Student Council Advisor; Case manager; Homeroom leaders Coordinator; Head teacher; Student Assistance Team Member; Coach; Webmaster, testing coordinator; ESE; Tutor; Reading Interventionist; AVID Coordinator; Certified Mentor; Tennis coach; Response to Instruction Teacher Leader; Yearbook sponsor; Class Advisor; Curriculum advisor; Fellow; Professional Development Representative for the high school; Running coach; Safety Patrol Coordinator; Serve on several committees; Student Council Administrator; Student Success Team coordinator, special ed.; literacy tutor; Google representative, Princeton Education Foundation; College counselor.
NGLC: Curriculum Team; GSRP Program Director; Rifton Tram training, Canvas training, proctoring the CAHSEE exam with numerous accommodations; Data Systems and Implementation Lead; Credit Recovery Instructor for At Risk Students; Leadership advisor; Curriculum designer; Curriculum Development; Special Education Case Manager; Co-Special Education Liaison (SEL); Yearbook Advisor, Exhibition Work Group Lead; SBDM Member; Facilitator for Special Education Services; Individual IEP student support; Data Analyst; Special Education Liaison; Roster Chair; Principal designee, Union building representative; Staff Leader for Event Planning Committee; Illuminate Data Champion; Case management for 504 plans and health plans; Testing Coordinator; CELDT coordinator; Dean of Students; Assistant teacher in science; Coach for other preceptors; Operations Assistant; Data driver; Teacher Effectiveness Driver; Develop programming, partnerships, fundraising, vision, mission, and practices.
Teaching Background
Informing ProgressPersonalized Learning Teacher and Student Survey Results 5
2 Which of the following best describes your teaching arrangement this year? [N = 525 national sample teachers; N = 243 NGLC teachers]
Percentage of National Sample Teachers
Percentage of NGLC Teachers
Traditional elementary arrangement; sometimes called “self-contained” 27 12
Traditional secondary arrangement; sometimes called “subject-specific,” “subject-matter specialist,” or “departmentalized”
57 52
“Pull-Out” or “Push-In” instruction 9 9
Co-teaching or job share (one of two or more teachers who are jointly responsible for teaching the same subject(s) to a group of students [i.e., in the same classroom])
3 13
I work under the supervision of another teacher 2 5
I primarily supervise the work of other teachers rather than directly instructing students
0 2
I teach students exclusively online, with no in-person interaction 0 5
Other, please describe 3 6
NOTE: In this question, respondents could include written responses in the “other” box in addition to one of the response choices, so the percentages may not add to 100 percent.
Written responses to the “Other” category:
National Sample: Inclusion Classes (2 daily; Substitute; I taught single group in multiple subjects one day at a time various classes; Worked with homeschool students; Taught 4 sections of self-contained classes—different students each class; Retired from a classroom job; I worked wherever I was needed; I teach all subjects to 3 grades; Teach at-risk students; I taught 3 different sciences to 3 different sets of students; Teaching students individually or in small groups, to facilitate their self-paced learning; Teach individual students one on one; TOSA: Instructional Support; I was only an aide, not responsible for the direct instruction of students.
NGLC: I teach three groups of students according to their academic level; I virtually teach to 90 students in Grades 6–8; I teach students exclusively online with regular communication individually and in small groups; I teach students exclusively online with lots of virtual in-person interaction; I teach a group of 20 students in the morning facilitating cross-curricular projects and I teach English to a separate group of students in the afternoon; I teach project-base[d] learning to one group of students in the morning and in the afternoon I teach math to two different groups of students; I teach a single English class per day; A combination of several. I am an advisor to a group of students for half of the day and then I teach a specific class to certain groups of students throughout the other half of the day; I teach several classes of different students during the day in 5 subjects; Co-Teach math and reading and SETTS pull-out skills lab; I teach one stand-alone literacy class and provide push-in support for math; I also teach an art elective 3 times a week that rotates in children from different classes; Montessori—all subject area, 3-year age range (pre-k3–K); I teach kindergarten math for two different classes and otherwise only teach one group of 18 students; I teach a core group of students (18) most of the day in all core subjects. I also work with my team teacher’s students (the 18 other Kindergarteners) every day teaching them reading and literacy. My team teacher teaches all kindergarteners math; Assist students as they work on online curriculum and also teach small groups in a classroom setting; I teach character development and work readiness and support students with online curriculum; I teach small-group instruction, support in the learning labs, and pull-out individual instruction.
Informing ProgressPersonalized Learning Teacher and Student Survey Results6
3 What subject area(s) are you teaching (or supervising) this year (2014–15)? [N = 525 national sample teachers; N = 243 NGLC teachers]
Percentage of National Sample Teachers
Percentage of NGLC Teachers
English/language arts/reading/writing 64 61
Mathematics 64 58
Science 28 24
Social studies 30 24
Foreign language(s) 2 2
Visual or performing arts (art, music, etc.) 6 7
Physical education/health education 9 5
Career/technical education 6 4
Other subject area(s) 6 17
NOTE: This question instructed the respondent to “select all that apply,” so the percentages will not add to 100 percent.
Written responses to the “Other subject area(s)” category:
National Sample: Religion; Health, computer skills, handwriting; Special Education; Substitute teacher; Computer Technology; Social Emotional Learning/Special Education; Child Development; Speech; Social skills; Self-contained classroom—all subjects; AVID; Social skills; Technology; Debate.
NGLC: All for special needs students; As a grade-level chair, I supervise the math, science, history, PE, and Spanish teachers in my grade level; Advisory; Special Education; Student Council; Computer Science and Software Engineering; Support students in all subjects and content; Was at first doing a computer exploratory; Theater, Cinema, and Film Production; Cross-curricular projects (contains standards from English, mathematics, social studies and science); Project-based learning; Computer Programming; Life Skills Support; English as a Second Language Dept—course is called English 4; Media Literacy; Special Education; Yearbook; Learning Strategies; Personal Finance; Personalized Studio; Practical Life, Sensorial; Montessori; Coding; Academic coordinator overseeing all curricular decisions; Character development; Extracurricular science, computer coding; Early Childhood; Social Emotional Learning; Cooperative Play.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 7
4 Please indicate the grade levels of the students you teach. [N = 525 national sample teachers; N = 243 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
Kindergarten 7 5
1st 8 5
2nd 8 4
3rd 7 3
4th 8 2
5th 10 9
6th 20 26
7th 16 26
8th 23 21
9th 33 36
10th 31 26
11th 32 19
12th 33 14
Our school does not use grade levels 1 2
NOTE: This question instructed the respondent to “select all that apply,” so the percentages will not add to 100 percent.
5 What percentage of the students you teach . . .
National Sample Teachers NGLC Teachers
Number of Respondents Zero
Zero to 25 Percent
More than 26 Percent
Number of Respondents Zero
Zero to 25 Percent
More than 26 Percent
. . . have individualized education programs (IEPs) for special education services?
472 11% 65% 23% 205 6% 69% 24%
. . . are considered English-language learners or limited-English proficient?
482 29% 54% 16% 182 35% 41% 24%
. . . participate in a gifted and talented program?
459 41% 47% 11% 163 77% 17% 7%
Informing ProgressPersonalized Learning Teacher and Student Survey Results8
6 Including this school year (2014–15), how many total years have you been teaching, regardless of location?
National Sample Teachers NGLC Teachers
Number of Respondents Minimum Maximum Mean Median Number of
Respondents Minimum Maximum Mean Median
Years teaching 525 1 47 15 13 240 1 45 8 5
National Sample Teachers NGLC Teachers
Number of Respondents
One Year
More Than One Year to 10 Years
11–20 Years
More Than 21 Years
Number of Respondents
One Year
More Than One Year to 10 years
11–20 Years
More Than 21 Years
Years teaching 525 7% 34% 40% 19% 240 17% 60% 17% 7%
7 Prior to teaching, did you have a career outside the field of education?
National Sample Teachers NGLC Teachers
Number of Respondents Yes No Number of Respondents Yes No
525 32% 68% 239 31% 69%
8 Was your previous career focused on technology?
National Sample Teachers NGLC Teachers
Number of Respondents Yes No Number of Respondents Yes No
166 29% 71% 239 7% 93%
9 Do you hold a regular or standard certificate to teach in this state?
National Sample Teachers NGLC Teachers
Number of Respondents Yes
No, but I am currently enrolled in a certification
program.
No, and I am not currently enrolled in a certification program.
Number of Respondents Yes
No, but I am currently enrolled in a certification
program.
No, and I am not currently enrolled in a certification program.
525 92% 7% 2% 239 77% 12% 11%
Informing ProgressPersonalized Learning Teacher and Student Survey Results 9
10 In what content area and grade range does your certificate allow you to teach?
National Sample Teachers NGLC Teachers
Number of Respondents
Early Childhood, Preschool, or
at Least One of Grades K–5
At Least One of Grades 6–8
At Least One of Grades 9–12
Number of Respondents
Early Childhood, Preschool, or
at Least One of Grades K–5
At Least One of Grades 6–8
At Least One of Grades 9–12
525 42% 70% 63% 243 33% 55% 51%
NOTE: This question was only asked of those who answered “yes” to Question 9. This question instructed the respondent to “select all that apply,” so the percentages will not add to 100 percent.
11 Through which of the following types of programs did you enter teaching? [N = 525 national sample teachers; N = 243 NGLC teachers]
Percentage of National Sample Teachers
Percentage of NGLC Teachers
Through an undergraduate teacher preparation program 62 35
Through a graduate teacher preparation program 23 25
Through an alternative teacher preparation program (for example, Teach for America, or a program aimed at mid-career changers)
5 23
Courses taken after attainment of undergraduate/bachelor’s degree, but not as part of a formalized graduate or alternative teacher preparation program
7 7
No formal preparation program 2 6
Other, please describe 1 4
Written responses to the “Other” category:
National Sample: Undergraduate (elementary education and graduate (special education); High School Student Teacher Program; Undergraduate and then graduate, could have started teaching with undergrad [degree]; Bachelors of Science; Post-bac program; Master’s in education after I began teaching; Montessori program then grad school to get my M.ed; Undergrad and graduate program—a 5-year Master’s degree program.
NGLC: I entered education by applying for a T.A. position while earning an A.A. degree at community college and transferring to a university; NYC Teaching Fellow; Courses taken during doctoral program; LAB Corp Fellowship; Certified in AMI Montessori Elementary, a 10-month full-time program; Montessori Master’s Degree; Montessori training; I did a Fulbright ETA and am now in a TA position; Undergraduate teacher prep, but then went through teacher residency program to get master’s in urban ed.; Teacher residency program.
12 To what extent do you feel that your teacher preparation program and prior experience prepared you (or is preparing you, if you are currently enrolled) to teach in a personalized learning environment?
National Sample Teachers NGLC Teachers
Number of Respondents
Not At All
To a Small Extent
To a Moderate
ExtentTo a Great
ExtentNumber of
RespondentsNot At
All
To a Small Extent
To a Moderate
ExtentTo a Great
Extent
525 7% 26% 48% 19% 239 5% 22% 44% 29%
Informing ProgressPersonalized Learning Teacher and Student Survey Results10
13 Please indicate whether the following characteristics, or layouts of physical space, exist in your school. For each that does exist in your school, please indicate the extent to which it facilitates or hinders personalized learning. [N = 525 national sample teachers; N = 226–236 NGLC teachers]
Design ElementsN
atio
nal
sam
ple
NG
LC
NG
LC
Nat
ion
alsa
mp
le
NG
LC
Nat
ion
alsa
mp
le
NG
LC
Nat
ion
alsa
mp
le
NG
LC
Nat
ion
alsa
mp
le
NG
LC
Nat
ion
alsa
mp
le
Nat
ion
alsa
mp
le
NG
LC
100
80
60
40
20
0
Traditionalclassrooms
with furniturethat cannot
be easilyrearranged
NOTE: Percentages may not add to 100 due to rounding.
Traditionalclassrooms
with furniturethat is easy to
rearrange
Large, openinstructional
spaces
Open commonareas for
student use
Openinstructionalspaces with
smaller roomsfor individualor small-group
instruction
OtherComfortable,nontraditional
classroomfurniture
Perc
enta
ge
21%
9%
28%
17%
9% 7%
42%
5%
18%
21%
57%
4%
10%
37%
49%
9%
13%
42%
36%
5%
19%
36%
40%
3%
10%
37%
51%
4%
15%
23%
58%
5%
38%
23%
34%
7%
22%
31%
41%
5%
20%
27%
48%
68%
4%
40%
51%
5%
5%
17%
66%
12%
4%6%
90%
3%
FIGURE
1Please indicate whether the following characteristics, or layouts of physical space, exist in your school. For each that does exist in your school, please indicate the extent to which it facilitates or hinders personalized learning. [N = 525 national sample teachers; N = 226–236 NGLC teachers]
■ Exists and it facilitates personalized learning ■ Exists and has no impact on personalized learning
■ Exists and it hinders personalized learning ■ Does not exist in my school
Informing ProgressPersonalized Learning Teacher and Student Survey Results 11
Written responses to the “Other” category:
National Sample: Computer lab; There are other small spaces with nontraditional furniture that are used for small-group instruction; Outside and hallway area space for students to sit and learn; Multiple gardens around the campus for different grade levels to work with; Greenhouses and chickens and chicken coops; Tinkering room for small groups to visit; Our school mostly has traditional spaces that do not allow for interaction and group learning; Co-curricular activities involving drama and stage acts and sport activities; The small size of desks in relation to larger-size students; They were a development plan that helped to deal with difficult or challenging students; Cross-curriculum and direct teaching cooperative learning; Standard rooms and hallways; Smaller classrooms; I used learning centers throughout my room—academic as well as creative/explorative centers/activities and it’s lovely for both students and the teacher, I feel it works best; Use of multipurpose room/café; Rules; Lack of technology; The rooms and grade levels were not ordered well; Space is very important to learning; Rugs for whole-group instruction; All of my answers pertained to my room. I have a comfortable VIP chair which aided personal growth. I use small-group tables that so-so helped with personal growth (I think slower kids felt pressure when faster kids finished and got bored waiting for them); We had small computer lab and library areas that were not conducive to learning; Having a reading corner; Our school used an open concept (limited walls) and open classrooms. This was distracting to learning and made it difficult to concentrate. On a positive side it made collaboration between subjects easier but group work was a challenge because of noise problems. We are currently under construction to remedy this problem and build real walls; Our classroom has a Google Chromebook cart in each classroom, which facilitates things like Flipped Classroom and Digital programs like Kahoot; We have a sanctuary where secondary school students can come together for chapel, assemblies, movies, performances, etc.; Just the way the school is designed; A library that was only open certain hours; Bookshelves upon a center desk in the back of the classroom; Break rooms; Buildings already existed at my school; Forced classrooms; Garden area; Good education; Houses; New technology; Area with tables that we utilized for reading and science class at times; Outside climbing wall for building support and trust; Shared rooms; Some classes had restrooms; Teachers unable to communicate; Use open area in library to teach classes; We used our cafeteria with stage to conduct musical programs for individual grade level, or school wide programs. We also utilized outdoor space, small picnic tables to provide extra small-group or one-on-one space for students. Our school library was also divided up into areas that could be utilized for personal learning, such as a computer lab, small-group work tables and individual seats. All of the areas enhanced and facilitated personalized learning in our school; Welcoming spaces, blank walls that did not over stimulate students; Very large classrooms, totally wireless to the School Board’s server, with individualized cubicles. In addition, I had four erase boards for group lessons and/or individualized ACT or SAT Math tutoring; Open classroom concept; Video learning system; An area where we could watch online presentations.
NGLC: Computer Lab; Laptops available for each student and individualized computer-based learning; Rooms for Guest Speakers; We have large rooms with three teachers [and] 65 students, movable furniture with areas for collaboration, teacher-led instruction, and independent work; I have an online classroom where 1 or more students can meet with me to work together or individually; Rolling desks with attached tables and wheels, rocking chairs, etc.; Combo of traditional with movable furniture and open spaces, and open spaces for students with IEPs and learning challenges hinders personalized instruction due to distractions from other instructions happening in same spaces; Small classrooms in portables with large desks and lots of furniture that is easily arranged; Cubicle walls; We have classrooms that are not fully closed, this limits the amount of activities we can do because the [noise] becomes a problem; Classrooms with no walls and sound masked by white noise and it is very distracting to students who [are] easily distracted; Computer learning labs; Resource and flex rooms are available.
Informing ProgressPersonalized Learning Teacher and Student Survey Results12
14 Please indicate whether, in the past year, you received each of the following kinds of supports, and the extent to which you found it helpful for improving your instruction. [N = 525 national sample teachers; N = 235–237 NGLC teachers]
Response choices: I did not receive this support; I received it and found it unhelpful; I received it and found it somewhat helpful; I received it and found it very helpful.
Percentage of National Sample Teachers Percentage of NGLC Teachers
Did Not Receive
Received; Unhelpful
Received; Somewhat
HelpfulReceived;
Very HelpfulDid Not Receive
Received; Unhelpful
Received; Somewhat
HelpfulReceived;
Very Helpful
Formally assigned mentor or coach 70 10 12 8 50 6 20 24
Informal mentor 60 9 22 9 48 3 22 27
Release time to observe other teachers
61 7 22 10 53 2 26 20
Observation of and feedback on your lessons by other teachers
44 12 32 13 47 4 27 22
Observation of and feedback on your lessons by administrators
21 22 39 18 19 9 37 36
Common planning time (formally scheduled) with other teachers
33 9 23 35 31 5 23 41
Access to professional learning communities where you can discuss concerns or engage in instructional planning with other teachers
28 8 42 22 30 6 29 35
Curriculum and Instructional Practices
Informing ProgressPersonalized Learning Teacher and Student Survey Results 13
15 Please indicate your level of agreement with each of the following statements about all of your professional development experiences during the current school year (2014–15, including summer 2014). [N = 525 national sample teachers; N = 229–232 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
My professional development experiences this year . . . Disagree Strongly Disagree Agree Agree
StronglyDisagree Strongly Disagree Agree Agree
Strongly
. . . have been well aligned with the Common Core State Standards or other standards that my state or district has adopted.
3 21 59 17 7 19 51 23
. . . have been designed to address needs revealed by analysis of student data.
6 20 60 15 5 13 51 32
. . . have been useful for improving my instruction. 5 21 53 21 6 15 51 29
. . . have helped me understand how to personalize goals for students.
9 31 40 20 7 26 41 25
. . . have helped me implement the technology used in my classroom.
8 28 44 20 10 17 46 27
. . . have familiarized me with a variety of approaches to instructional delivery.
6 27 51 17 7 26 46 22
. . . have addressed ways to collaborate with students and families to develop instructional goals and approaches.
18 29 38 15 9 31 38 22
16 Rate your level of agreement with each of the following statements about your school. [N = 525 national sample teachers; N = 228–230 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
Disagree Strongly Disagree Agree Agree
StronglyDisagree Strongly Disagree Agree Agree
Strongly
Teachers at my school collaborate well with one another.
3 12 57 28 1 6 57 36
Teachers at my school are highly focused on the mission of improving student learning.
1 8 60 31 0 3 41 55
Administrators at my school are highly supportive of teachers.
12 13 54 21 4 11 42 43
Administrators at my school are highly focused on student learning.
4 15 59 22 2 7 43 49
Administrators at my school trust teachers to make decisions about their own instruction.
7 30 40 23 5 12 40 43
Students in this school respect one another. 9 24 57 10 3 24 59 13
Students in this school respect the school staff. 6 27 54 13 7 21 59 13
Students in this school are motivated to achieve. 4 39 42 15 5 26 55 14
Parents and other family members are involved in students’ education.
7 35 46 12 5 24 56 15
Informing ProgressPersonalized Learning Teacher and Student Survey Results14
17 Please indicate whether the following conditions exist in your school and the degree to which each is an obstacle to your efforts to promote student learning using technology such as computers, smartphones, or tablets. If the condition does not exist in your school, please mark “Not applicable.” [N = 525 national sample teachers; N = 224–227 NGLC teachers]
Response choices: Not applicable: condition does not exist in my school; Condition exists but is not an obstacle; Condition exists and is a minor obstacle; Condition exists and is a major obstacle.
Percentage of National Sample Teachers Percentage of NGLC Teachers
N/A; Does Not
Exist
Exists; Not an
Obstacle
Exists; Minor
Obstacle
Exists; Major
Obstacle
N/A; Does Not
Exist
Exists; Not an
Obstacle
Exists; Minor
Obstacle
Exists; Major
Obstacle
Inadequate technology skills among students
29 26 32 13 40 24 31 6
My own limited technology skills 41 35 21 4 68 18 13 0
Inadequate opportunities for teachers to provide input on how technology is used
35 19 35 11 56 17 19 7
Lack of support from technology specialists or other staff who can provide technical support
37 13 36 14 64 11 16 9
Lack of flexibility in deciding how I can use technology in my instruction
38 24 30 7 72 11 14 4
An inadequate number of computers or devices to accommodate all students
24 14 38 25 69 6 19 7
Slow Internet connection or inadequate bandwidth
29 17 29 25 54 13 25 8
Inadequate opportunities to participate in professional development related to technology use
31 26 34 9 52 20 24 5
Lack of high-quality content for technology-based instruction
31 22 34 13 54 15 23 8
Lack of alignment between the content students learn online and the content that I am trying to teach
41 22 31 6 58 14 18 10
Problems with hardware, such as insufficient computing power or lack of compatibility with software
27 22 30 22 72 10 13 5
Excessive amounts of time I need to spend developing content for technology-based instruction
30 27 29 14 50 14 25 11
Informing ProgressPersonalized Learning Teacher and Student Survey Results 15
18 Please indicate the extent to which each of the following conditions is an obstacle to your efforts to promote personalized learning for students. If the condition does not exist in your school, please mark “Not applicable.” [N=525 national sample teachers; N=216-219 NGLC teachers]
Response choices: Not applicable: condition does not exist in my school; Condition exists but is not an obstacle; Condition exists and is a minor obstacle; Condition exists and is a major obstacle.
Percentage of National Sample Teachers Percentage of NGLC Teachers
N/A; Does Not
Exist
Exists; Not an
Obstacle
Exists; Minor
Obstacle
Exists; Major
Obstacle
N/A; Does Not
Exist
Exists; Not an
Obstacle
Exists; Minor
Obstacle
Exists; Major
Obstacle
Lack of support from school administration 44 18 21 17 65 10 18 7
My own limited knowledge of how to effectively personalize instruction
46 28 23 4 49 16 29 7
Too many students for whom I am responsible
33 23 25 20 41 12 30 17
Too much diversity in achievement levels among my students
19 30 34 17 27 21 34 18
Too much variation in age or maturity among my students
35 29 24 12 48 22 23 7
Lack of flexibility in the curriculum I am required to teach (i.e., need to teach specific material in a specific time frame)
24 18 37 21 63 11 22 5
Pressure to cover specific material as a result of state or district standards or testing requirements
14 21 27 38 42 18 26 14
Excessive amounts of time I need to spend developing personalized content
29 24 25 21 29 20 28 24
Inadequate opportunities to participate in professional development related to personalizing learning
30 23 35 11 51 11 25 13
Inadequate data to help me personalize students’ instruction
46 20 28 6 67 11 18 3
Lack of high-quality content or materials 37 19 34 11 54 12 26 8
An inadequate amount of time to prepare personalized lessons for all students
23 19 31 27 29 10 24 36
High levels of student absenteeism 36 15 26 23 44 10 33 14
High levels of student disciplinary problems 22 21 32 25 35 12 28 24
Scheduling constraints 21 24 37 19 48 14 25 13
Informing ProgressPersonalized Learning Teacher and Student Survey Results16
19 In general, how frequently do you receive or generate the following types of information about the performance of your students? [N = 525 national sample teachers; N = 213–215 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
Never
Once a
Year
A Few
Times Per Year
Approx. Monthly
A Few
Times per
MonthApprox. Weekly
A Few
Times Per
Week
At Least Daily Never
Once a
Year
A Few
Times Per Year
Approx. Monthly
A Few
Times Per
MonthApprox. Weekly
A Few Times
Per Week
At Least Daily
Scores on assessments in mathematics or language arts
4 10 24 23 12 20 6 2 0 5 22 9 13 26 12 13
Scores on assessments in subjects other than mathematics or language arts
19 12 21 14 18 14 2 1 25 10 25 9 11 13 4 3
Information about student performance on specific concepts or skills
5 9 18 19 18 19 6 7 6 4 15 9 15 18 15 18
Identification of specific students who need extra assistance
5 4 15 25 18 19 6 9 2 3 14 11 17 15 16 22
Identification of specific students who have achieved mastery
9 5 15 20 26 12 7 5 2 3 16 10 12 22 16 19
Nonachievement outcomes (for example, student behavior, attitudes, or motivation)
8 5 15 15 15 25 6 10 11 3 10 9 9 19 7 32
Use of Student Assessment Data
Informing ProgressPersonalized Learning Teacher and Student Survey Results 17
20 This year, to what extent have you used student achievement/mastery data for each of the following purposes? (Consider data provided by instructional software, interim assessments or quizzes, unit or end-of-course tests, state accountability tests, district benchmark or interim tests, and other standardized tests.) If the activity is something that your school doesn’t do (for example, if you never tailor the pace of instruction), please mark “My school doesn’t do this.” [N = 525 national sample teachers; N = 211–214 NGLC teachers]
Response choices: My school doesn’t do this; Did not use data for this at all; Used data to a small extent; Used data to a moderate extent; Used data to a large extent.
Percentage of National Sample Teachers Percentage of NGLC Teachers
My School Doesn’t Do This
Did Not Use
Used to a Small Extent
Used to a Moderate
Extent
Used to a Large Extent
My School Doesn’t Do This
Did Not Use
Used to a Small Extent
Used to a Moderate
Extent
Used to a Large Extent
Tailoring the pace of instruction to individual students’ needs
10 8 25 40 17 6 7 21 27 39
Tailoring the content of instruction to individual students’ needs
7 10 30 31 22 4 3 21 33 39
Developing recommendations for tutoring or other educational support services for particular students
10 6 31 34 18 7 6 23 27 37
Assigning or reassigning students to groups within my class(es)
12 10 24 39 16 10 7 18 27 39
Assigning students to extended learning opportunities (for example, extended-day programs, Saturday classes, or an extended school year)
32 14 24 21 10 37 8 19 18 17
Identifying topics requiring more or less emphasis in instruction
10 5 32 33 19 8 6 17 30 39
Identifying areas where I need to strengthen my content knowledge or teaching skills
15 7 30 34 13 8 7 23 34 27
Reflecting on and discussing teaching and learning with other teachers
8 8 31 40 12 5 7 22 30 36
Reflecting on and discussing learning with my students
7 8 40 31 14 5 6 19 40 31
Providing college/career advice or guidance 31 18 31 15 5 29 14 24 18 14
21 This year, have you used data on nonachievement outcomes (for example, student behavior, attitudes, or motivation?
National Sample Teachers NGLC Teachers
Number of Respondents Yes No Number of Respondents Yes No
525 57% 43% 220 75% 25%
Informing ProgressPersonalized Learning Teacher and Student Survey Results18
22 This year, to what extent have you used data on nonachievement outcomes (for example, student behavior, attitudes, or motivation) for each of the following purposes? [N = 230 national sample teachers; N = 159–161 NGLC teachers]
Response choices: Did not use data for this at all; Used data to a small extent; Used data to a moderate extent; Used data to a large extent.
Percentage of National Sample Teachers Percentage of NGLC Teachers
My School Doesn’t Do This
Did Not Use
Used to a Small Extent
Used to a Moderate
Extent
Used to a Large Extent
My School Doesn’t Do This
Did Not Use
Used to a Small Extent
Used to a Moderate
Extent
Used to a Large Extent
Tailoring the pace of instruction to individual students’ needs
11 4 20 44 21 6 10 26 30 29
Tailoring the content of instruction to individual students’ needs
6 6 22 35 31 3 13 22 36 26
Developing recommendations for tutoring or other support services for particular students
11 10 21 43 15 8 8 19 30 35
Assigning or reassigning students to classes or to content
16 6 35 25 18 11 13 24 30 22
Assigning or reassigning students to groups within my class(es)
11 5 20 41 23 6 8 21 36 30
Reflecting on and discussing learning with my students
6 4 25 42 23 2 6 21 40 30
Providing college/career advice or guidance 40 11 21 19 10 26 19 20 22 14
NOTE: This question was only asked of those who answered “yes” to Question 21.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 19
23 Please indicate your level of agreement with each of the following statements. [N = 525 national sample teachers; N = 213–217 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
Strongly Disagree Disagree Agree
Strongly Agree
Not Applicable
Strongly Disagree Disagree Agree
Strongly Agree
Not Applicable
I have access to high-quality assessment data that help me adapt the pace or content of instruction to meet students’ needs.
8 23 43 22 4 3 12 41 41 3
The data system provides real-time data that is actionable.
9 31 38 17 4 5 16 37 37 6
Our school’s data system includes achievement measures that provide information about students of varying achievement levels, including students who are far above or below grade level.
7 13 53 24 3 3 11 42 41 4
Our school’s data system provides information at a level of detail that helps me inform my instruction (e.g., breakdowns for specific skills or topics).
8 25 47 16 5 6 15 41 33 5
I have plenty of data but need help in figuring out how to translate the data into instructional steps.
14 28 40 14 4 8 28 37 22 5
It is easy to create custom assessments that evaluate what students are learning.
9 25 44 18 4 7 25 39 22 7
Our school’s data system is easy to use.
14 27 38 15 7 8 23 45 22 3
I can use the school’s data system to easily produce the views or reports I need.
10 25 38 22 4 11 23 39 24 4
The technology provides data that are not typically available without that technology.
7 27 43 17 6 7 19 35 33 6
I have the necessary skills and experience to use data to guide my instruction.
4 11 48 33 4 2 18 42 33 4
Informing ProgressPersonalized Learning Teacher and Student Survey Results20
24 Does your school use frequently updated, shared documents, either paper or electronic (such as learner profiles and learning plans), to document each student’s strengths, weaknesses, and goals along with individualized plans to accomplish those goals?
National Sample Teachers NGLC Teachers
Number of Respondents Yes No Number of Respondents Yes No
525 39% 61% 221 50% 50%
25 Do your school’s learner profiles or learning plans have these attributes? (By learner profiles and learning plans, we mean documents about student strengths, weaknesses, and goals, and individualized plans to accomplish those goals.) [N = 207 national sample teachers; N = 105–109 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
These learner profiles . . .Not
At All
To a Small Extent
To a Moderate
Extent
To a Great Extent
Not At All
To a Small Extent
To a Moderate
Extent
To a Great Extent
. . . exist for every student. 14 12 39 35 11 17 32 39
. . . are frequently updated to incorporate new information.
5 29 43 23 6 22 40 31
. . . summarize the student’s strengths, weaknesses, and progress, drawing on multiple sources of information, including standardized tests and other information.
5 19 48 29 7 22 36 34
. . . summarize the student’s goals, interests, and aspirations.
10 31 37 21 16 18 34 32
. . . set forth a personalized plan for students to accomplish instructional goals.
8 24 44 24 10 21 32 37
. . . are routinely accessed/updated by teachers. 11 17 48 24 8 29 35 28
. . . are routinely accessed/updated by students. 27 27 31 15 25 36 21 18
. . . are routinely accessed/updated by parents or guardians.
21 28 40 11 31 37 23 9
NOTE: This question was only asked of those who answered “yes” to Question 24.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 21
Curriculum and Instructional Practices
26 On average throughout the school year, how many hours of instructional time do students experience per week in the class(es) you teach?
National Sample Teachers NGLC Teachers
Number of Respondents Minimum Maximum Mean Median Number of
Respondents Minimum Maximum Mean Median
Hours of instructional time per week
[not asked] 219 1 60 15 8
27 What percentage of time is technology utilized in your classroom?
National Sample Teachers NGLC Teachers
Number of Respondents Minimum Maximum Mean Median Number of
Respondents Minimum Maximum Mean Median
Technology in primary role for instruction
525 0% 100% 37% 30% 217 0% 100% 48% 50%
Technology plays a supporting role (e.g., electronic note-taking)
525 0% 100% 26% 20% 195 0% 100% 29% 25%
Technology not utilized
525 0% 100% 36% 30% 182 0% 100% 32% 20%
Informing ProgressPersonalized Learning Teacher and Student Survey Results22
28 During a typical class, for what percentages of the time do you utilize the following activities with students? (The amount of time must add to 100 percent.)
National Sample Teachers NGLC Teachers
Number ofRespondents Minimum Maximum Mean Median Number of
Respondents Minimum Maximum Mean Median
Large-group instruction
525 0% 100% 39% 40% 212 0% 70% 22% 20%
Small-group instruction
525 0% 100% 24% 20% 212 0% 100% 30% 25%
Individual tutoring 525 0% 100% 12% 10% 209 0% 95% 19% 10%
Coaching and support (e.g., while students work together in groups or individually)
525 0% 85% 14% 10% 214 0% 80% 22% 20%
Administering tests or engaging in other noninstructional activities
525 0% 60% 11% 10% 201 0% 80% 11% 10%
Informing ProgressPersonalized Learning Teacher and Student Survey Results 23
29 What percentage of time are the following modes of instruction employed in your classroom? (The amount of time does not need to add up to 100 percent.)
National Sample Teachers NGLC Teachers
Number of Respondents Minimum Maximum Mean Median Number of
Respondents Minimum Maximum Mean Median
Teacher-led large-group or whole-class (more than 10 students) instruction
525 0% 100% 37% 30% 213 0% 100% 25% 20%
Teacher-led small-group (2–10 students) instruction
525 0% 100% 22% 20% 208 0% 100% 29% 23%
In-person individual tutoring
525 0% 100% 10% 10% 208 0% 100% 18% 10%
Live or pre-recorded tutoring provided via the Internet
525 0% 100% 3% 0% 199 0% 100% 7% 0%
Small-group collaboration (such as team projects, partner work, peer-to-peer instruction)
525 0% 80% 14% 10% 207 0% 100% 22% 20%
Independent practice without software (such as reading, writing)
525 0% 100% 16% 10% 205 0% 100% 22% 15%
Independent practice using software or other digital content (such as websites)
525 0% 100% 9% 5% 208 0% 100% 26% 20%
Paper-and-pencil assessment
525 0% 100% 16% 10% 206 0% 90% 12% 10%
Computer-based assessment
525 0% 100% 9% 5% 205 0% 100% 19% 10%
Informing ProgressPersonalized Learning Teacher and Student Survey Results24
30 Do you group students of similar ability levels together?
National Sample Teachers NGLC Teachers
Number of Respondents Yes No Number of Respondents Yes No
525 67% 33% 219 74% 26%
31 How frequently do you change the composition of these groups based on students’ learning? [N = 353 national sample teachers; N = 162 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
At Least Weekly
Once or Twice a Month
A Few Times a Year
Never, Students Remain in the Same Groups for the
Entire School YearAt Least Weekly
Once or Twice a Month
A Few Times a Year
Never, Students Remain in the Same Groups for the
Entire School Year
4 25 54 17 29 32 36 3
NOTE: This question was only asked of those who answered “yes” to Question 30.
32 Do you assign homework or other out-of-school learning activities to your students at least once a week?
National Sample Teachers NGLC Teachers
Number of Respondents Yes No Number of Respondents Yes No
525 81% 19% 219 78% 22%
33 To what extent do the out-of-school activities you assign to your students . . . [N = 423 national sample teachers; N = 170 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
Not at All
To a Small Extent
To a Moderate Extent
To a Great Extent
Not at All
To a Small Extent
To a Moderate Extent
To a Great Extent
. . . differ from traditional homework?
18 44 33 5 24 44 23 10
. . . enable you to make more efficient use of your time with the students in school?
4 36 42 18 11 28 36 25
NOTE: This question was only asked of those who answered “yes” to Question 32.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 25
34 For this question, we are interested in the activities students are engaged in when they are using technology. Please indicate the extent to which students are engaged in the following types of activities. Choices may sum to more than 100 percent. [N = 525 national sample teachers; N = 213–216 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
Not at All
To Some Extent
To a Moderate Extent
To a Great Extent
Not at All
To Some Extent
To a Moderate Extent
To a Great Extent
Using structured curriculum materials online
20 42 25 14 16 20 24 40
Reading 21 28 33 17 14 26 33 27
Watching videos, animations, or simulations
11 47 31 12 7 33 37 23
Adjusting parameters of simulations and observing the results
46 26 23 5 52 27 12 9
Solving problems with clear solutions (e.g., multiple-choice math problems or vocabulary drills)
17 30 41 11 20 28 27 25
Solving multistep, open-ended problems or conducting investigations
20 40 30 10 18 31 30 21
Receiving immediate feedback on problem solutions
23 36 24 18 14 22 29 35
Receiving problem-solving help from an automated tutoring system
45 26 23 6 43 23 19 15
Receiving feedback about strengths and weaknesses from an automated system
31 38 26 5 42 29 19 9
Receiving help from an online human acting as a teacher, tutor, or mentor
59 18 19 5 55 22 12 11
Taking assessments 11 42 32 14 10 37 31 21
Engaging in discussions or collaborative problem-solving with other students in the school
43 26 23 8 35 27 25 13
Engaging in discussions or collaborative problem-solving with other students not from the same school
63 13 19 5 72 12 10 6
Using online reference materials 16 38 34 12 15 28 40 17
Searching for relevant materials on the web
16 34 37 13 17 28 35 20
Informing ProgressPersonalized Learning Teacher and Student Survey Results26
35 Please indicate the extent to which you agree with each of the following statements about your curriculum and instruction. [N = 525 national sample teachers; N = 208–214 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
Not at All
To a Small Extent
To a Moderate
Extent
To a Great Extent
Not at All
To a Small Extent
To a Moderate
Extent
To a Great Extent
Students have opportunities to choose what instructional materials (such as books or computer software) they use in class.
28 30 34 8 29 44 21 6
Students have opportunities to choose what topics they focus on in class.
32 34 26 9 29 41 24 7
I frequently adapt course content to meet students’ needs by providing additional assignments, resources, and activities for remediation or enrichment.
5 24 43 29 8 20 40 32
I clearly present the goal or objective for each assignment.
2 19 30 50 2 11 40 47
I have adopted strategies that allow students to keep track of their own learning progress.
16 27 41 16 10 19 39 32
I require students to show that they understand a topic before they can move on to a new topic.
8 24 49 19 7 27 33 33
Different students work on different topics or skills at the same time.
9 40 35 16 6 24 29 41
I give students the chance to work through instructional material at a faster or slower pace than other students in this class.
5 36 43 16 3 20 32 45
When students are working on an assignment or activity, they know what the goals of the assignment or activity are.
2 14 39 46 1 15 41 44
Students keep track of their own learning progress using technology (for example, by using an online gradebook or portfolio).
22 25 39 14 18 20 26 35
If students have trouble understanding the material, they are able to get help quickly.
3 17 50 30 0 11 49 40
Students have opportunities to review or practice new material until they fully understand it.
5 27 48 21 2 23 32 42
I am usually accessible to students via electronic communication when I am not available face-to-face.
26 20 35 18 13 15 30 43
When students are working independently, I require them to get through a certain amount of material even if they are working at their own pace.
14 24 43 19 6 15 44 35
Students are able to access instructional materials both in and outside of the classroom.
13 19 47 21 9 14 29 48
I provide a variety of materials or instructional approaches to accommodate individual needs and interests.
5 23 48 24 3 21 43 33
I connect what students are learning with experiences they have throughout the rest of the school day or outside of school.
5 32 40 24 5 24 39 33
I assign projects that extend over several weeks or months.
26 30 32 13 32 25 24 19
I assign projects that are interdisciplinary (e.g., combining science and literature).
13 32 40 14 24 31 25 20
Students have opportunities to provide input into the design and focus of project work.
17 31 38 14 30 33 22 15%
Informing ProgressPersonalized Learning Teacher and Student Survey Results 27
36 I have adequate access to technology-based curriculum materials that . . . [N = 525 national sample teachers; N = 212–215 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
. . . are of high quality. 9 15 62 15 7 16 54 23
. . . address the learning needs of all of my students.
9 18 58 14 8 21 51 20
. . . are easy for me to use in the classroom.
[not asked]
8 12 54 25
. . . are easy for my students to use. 7 10 60 23
. . . do not require frequent technical support. 9 15 53 23
. . . contribute to my efforts to promote college and career readiness.
15 28 45 12 10 18 51 21
. . . support anytime/anywhere learning by being accessible at other times and in other places.
11 16 61 12 9 13 47 32
37 I have adequate access to non-technology–based curriculum materials that . . . [N = 525 national sample teachers; N = 210–214 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
. . . are of high quality. 3 18 63 17 9 20 49 21
. . . address the learning needs of all of my students.
3 15 66 16 9 27 45 19
. . . contribute to my efforts to promote college and career readiness.
9 20 49 23 10 20 50 19
. . . support anytime/anywhere learning by being accessible at other times and in other places.
6 23 58 14 13 32 39 16
Informing ProgressPersonalized Learning Teacher and Student Survey Results28
38 Approximately what proportion of the curriculum and instructional materials you use were provided to you by your school or district? [N = 525 national sample teachers; N = 216 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
All of the Materials
A Majority
About Half
Fewer than Half
None, I Don’t Receive Any Materials from my
School or DistrictAll of the Materials
A Majority
About Half
Fewer than Half
None, I Don’t Receive Any Materials from my
School or District
12 56 15 15 1 15 36 13 21 15
39 Approximately what proportion of the curriculum and instructional materials you use consists of existing material that you searched for (e.g., from websites) to supplement the curriculum that was provided to you? [N = 525 national sample teachers; N = 216 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
All of the Materials
A Majority
About Half
Fewer than Half
None, I Don’t Search for Supplemental
MaterialsAll of the Materials
A Majority
About Half
Fewer than Half
None, I Don’t Search for Supplemental
Materials
4 21 23 49 4 7 24 27 38 5
40 Approximately what proportion of the curriculum and instructional materials you use consists of original material you created to supplement the curriculum that was provided to you? [N = 525 national sample teachers; N = 217 NGLC teachers]
Percentage of National Sample Teachers Percentage of NGLC Teachers
All of the Materials
A Majority
About Half
Fewer than Half
None, I Don’t Create Original Material
All of the Materials
A Majority
About Half
Fewer than Half
None, I Don’t Create Original Material
6 23 23 45 4 5 24 23 43 6
Informing ProgressPersonalized Learning Teacher and Student Survey Results 29
Student Survey Results, National and NGLC Samples, Spring 2015
Informing ProgressPersonalized Learning Teacher and Student Survey Results30
1 What is the highest level of education you plan to complete? [N = 864 national sample students; N = 6,115 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Will not finish high school 1 0
High school 11 7
Career/technical school 6 3
Two-year community college or junior college 7 6
Four-year college or university degree (Bachelor’s) 42 32
Graduate or professional school 22 35
Undecided 12 16
2 Have you ever done any of the following activities to prepare for life after high school? [N = 864 national sample students; N = 5,846–5,931 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Attended a career day or job fair 31 49
Toured, visited, or attended a program at a college campus
33 60
Sat in on or taken a college class 17 28
Participated in an internship or apprenticeship related to your career goals
13 29
Worked or volunteered in a job related to your career goals
22 38
Searched the Internet for college options or read college guides
46 64
Talked with a counselor or teacher to plan out courses and other educational experiences so you’ll be able to meet your goals for life after high school
49 48
Taken a survey or inventory to measure career interests 34 61
3 How many times, if any, have you taken the following tests? [N = 864 national sample students; N = 5,870–5,917 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Never Once Twice
Three or More Times
I Don’t Know What
This Is Never Once Twice
Three or More Times
I Don’t Know What
This Is
PSAT or PLAN 56 22 7 3 12 47 13 5 4 31
SAT or ACT 56 23 9 6 7 54 14 6 8 18
Any Advanced Placement (AP) test 56 22 6 6 10 56 11 4 5 25
Any International Baccalaureate (IB) test 71 5 1 1 21 60 3 1 2 34
Informing ProgressPersonalized Learning Teacher and Student Survey Results 31
4 Has anyone AT YOUR SCHOOL discussed the following with you? [N = 864 national sample students; N = 5,789–5,851 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Did Not Discuss
Discussed Briefly
Discussed in Depth
Did Not Discuss
Discussed Briefly
Discussed in Depth
Admissions requirements at various four-year colleges
52 34 14 38 43 19
Admissions requirements at two-year (community) colleges, technical schools, or certificate programs
54 34 12 45 40 15
How to decide which college to attend 48 38 14 32 42 26
Your likelihood of being accepted at different types of colleges
50 37 13 38 41 21
What ACT/SAT scores you need to get into the colleges you want to attend
51 34 15 42 35 23
Opportunities to attend out-of-state colleges 59 31 10 46 37 17
How to pay for college 56 31 13 39 40 22
Possible jobs or careers you might pursue 33 49 17 28 45 28
5 How much do you agree with the following statements? [N = 864 national sample students; N = 5,728–5,774 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
My performance in school matters for success in college.
1 3 40 56 4 3 34 59
My classes give me useful preparation for what I plan to do in life.
3 15 55 27 6 15 50 29
School teaches me valuable skills. 1 10 55 34 5 10 53 33
Working hard in school matters for success in the workforce.
1 5 46 48 3 6 40 51
What we learn in class is necessary for success in the future.
1 13 54 32 5 12 45 37
Informing ProgressPersonalized Learning Teacher and Student Survey Results32
6 How much do you agree with the following statements? [N = 864 national sample students; N = 5,647–5,678 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
I pay attention and resist distractions when I’m doing schoolwork.
3 18 57 21 5 21 59 15
I sometimes stop working on an assignment if it seems difficult.
17 34 43 7 10 32 47 12
When I am not in school, I set aside time to do schoolwork.
2 16 55 27 8 26 52 15
I try to do well on my schoolwork even when it isn’t interesting to me.
1 6 56 37 3 8 58 32
When I am not in school, I sometimes don’t get my schoolwork done because I choose to spend time on other fun activities.
22 35 34 9 12 28 44 17
7 How much do you agree with the following statement? [N = 864 national sample students; N = 6,263 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
You have a certain amount of intelligence, and you really can’t do much to change it.
21 46 28 5 33 29 21 7
Informing ProgressPersonalized Learning Teacher and Student Survey Results 33
8 To what extent do the following items describe what you think? [N = 864 national sample students; N = 5,367–5,441 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
It’s important to me that I learn a lot of new concepts this year.
1 5 27 36 30 3 4 27 32 35
It’s important to me that other students in my school think I am good at my schoolwork.
6 19 34 27 14 13 17 34 21 15
I try to avoid having other students in school think I’m not smart.
9 22 30 25 15 15 16 32 20 18
I’m certain I can master the skills taught in school this year.
0 4 19 44 32 2 6 29 34 29
One of my goals in school is to learn as much as I can.
1 5 23 33 39 2 4 24 29 40
One of my goals is to show others that schoolwork is easy for me.
9 29 34 18 10 17 24 31 16 12
I’m certain I can figure out how to do the most difficult schoolwork.
2 9 30 37 23 4 9 37 30 21
One of my goals is to master a lot of new skills this year.
1 5 28 38 29 2 5 28 30 35
I don’t want my teachers to think that I know less than others in school.
6 13 29 32 20 12 15 30 22 22
I can do almost all the work in school if I don’t give up.
1 3 18 38 40 2 5 23 30 39
It’s important to me that I thoroughly understand my schoolwork.
0 4 25 32 39 2 4 25 32 38
It’s important to me that I look smart compared to others in my school.
8 20 33 24 15 21 21 30 15 13
One of my goals in school is to avoid looking like I have trouble doing the work.
8 20 37 23 13 17 21 31 17 14
Even if the work is hard, I can learn it. 1 4 21 37 36 2 4 25 30 39
9 To what extent do the following statements describe you? [N = 864 national sample students; N = 5,409–5,440 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Not Like Me At All
Not Much
Like MeSomewhat
Like Me
Mostly Like Me
Very Much
Like Me
Not Like Me At All
Not Much
Like MeSomewhat
Like Me
Mostly Like Me
Very Much
Like Me
I finish whatever I begin. 1 6 21 37 34 3 6 33 36 23
I am a hard worker. 1 4 19 30 46 1 5 23 33 38
I continue steadily toward my goals.
1 3 22 33 41 1 4 24 34 36
I don’t give up easily. 2 6 21 32 38 3 7 25 29 36
Informing ProgressPersonalized Learning Teacher and Student Survey Results34
10 During a typical school week, how many hours do you spend on schoolwork outside of your regular school hours?
National Sample Students NGLC Students
Number of Respondents Minimum Maximum Mean Median
Number of Respondents Minimum Maximum Mean Median
Hours of schoolwork 864 0 40 8 7 5,503 0 99 5 2
Percentage of Students
National Sample NGLC
Zero 2 8
1 hour or less 4 22
More than 1 hour and up to 3 hours 15 33
More than 3 hours and up to 7 hours 28 20
More than 7 hours and up to 12 hours 30 9
More than 12 hours and up to 21 hours 18 4
More than 21 hours and up to 35 hours 2 2
More than 35 hours 0 1
10a How much do you agree with the following statements about the schoolwork you do outside of your regular school hours? [N = 848 national sample students; N = 4,928–4,957 NGLC students]
Note: This question was asked only of students who entered numbers greater than zero in Question 10.
Percentage of National Sample Students Percentage of NGLC Students
Strongly Disagree Disagree Agree Strongly
AgreeStrongly Disagree Disagree Agree Strongly
Agree
The schoolwork I do outside of school is connected with what I am learning in school.
1 4 53 42 3 11 59 27
The schoolwork I do outside of school helps me learn.
1 9 63 27 4 16 57 23
I am able to access the materials I need to learn effectively outside of school.
1 6 58 36 3 13 57 27
Informing ProgressPersonalized Learning Teacher and Student Survey Results 35
11 When you are working on schoolwork on the computer outside of school, how long do you typically work before taking a break (for example, before using Facebook or watching a video that is not related to your schoolwork, or leaving the computer to do something else)?
National Sample Students
Number of RespondentsLess than 5 Minutes 5–10 Minutes 10–30 Minutes 30–60 Minutes
More than 60 Minutes
I Don’t Take Any Breaks
848 0% 6% 29% 37% 17% 9%
NGLC Students
Number of RespondentsLess than 5 Minutes 5–10 Minutes 10–30 Minutes 30–60 Minutes
More than 60 Minutes
I Don’t Take Any Breaks
5,366 7% 13% 31% 27% 11% 11%
12 Please rate the following items based on your behavior in this school. [N = 864 national sample students; N = 5,151–5,214 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
It is hard for me to identify the main ideas when I am reading.
27 33 20 15 6 18 32 32 11 7
I use what I have learned from previous assignments and what I have learned in school to do new assignments.
1 3 29 43 24 2 5 33 35 25
When I am studying a topic, I try to make everything fit together.
1 4 33 40 21 2 6 35 34 22
When I am learning something new, I try to connect the things that I am learning with what I already know.
0 4 34 41 21 2 6 32 33 27
When work is hard I either give up or study only the easy parts.
25 31 23 15 7 16 27 34 15 8
Before I begin working on an assignment I think about the things I will need to do to complete the assignment.
2 10 38 31 19 3 9 38 30 20
I often find that I have been studying for class but don’t know what it is all about.
19 30 32 13 6 13 24 38 15 9
I often find that when the teacher is talking I think of other things and don’t really listen to what is being said.
14 30 33 16 8 13 24 38 16 10
When I’m reading I stop once in a while to go over what I have read.
4 15 42 27 13 10 14 39 23 14
Informing ProgressPersonalized Learning Teacher and Student Survey Results36
13 The following questions ask about your classroom experiences. When you answer them, please think about your experiences with all of your teachers in mathematics, English/reading, science, and social studies this year, and mark the response that indicates your typical experience. [N = 864 national sample students; N = 4,923–5,014 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
My teachers ask questions to be sure students are following along with what we are being taught.
2 7 34 36 22 4 5 30 31 31
My classes do not keep my attention— I get bored.
15 27 35 14 9 8 22 41 17 13
My teachers want us to share our thoughts. 3 9 34 33 22 3 7 35 31 24
I like the way we learn in my classes. 4 12 36 32 16 8 11 39 26 17
The feedback that I get on my schoolwork helps me understand how to improve.
2 12 34 32 19 4 7 34 31 23
My teachers accept nothing less than our full effort.
2 12 32 32 22 4 7 32 30 28
Students get to decide how activities are done in my classes.
15 32 30 16 9 17 23 37 14 8
My teachers don’t let students give up when the work gets hard.
4 8 32 34 21 4 8 35 27 25
In my classes, learning is enjoyable. 4 11 40 31 14 9 12 43 22 13
My teachers want students to explain our answers—why we think what we think.
2 7 31 35 26 3 5 31 30 30
My teachers check to make sure students understand what we are learning.
3 9 35 35 19 3 6 32 32 27
Students get helpful comments to let us know what we did wrong on assignments.
2 15 36 30 17 4 7 36 29 23
My teachers respect my ideas and suggestions. 4 9 37 31 19 4 6 35 30 25
Students share their ideas with each other about what they are working on during class.
5 15 39 26 15 5 8 39 29 19
In my classes, we learn a lot almost every day. 3 12 38 30 18 4 8 37 30 22
The material I am learning in my classes is interesting.
1 11 41 30 16 7 12 41 26 15
I am given opportunities to demonstrate my strengths and weaknesses so that teachers can adjust instruction to address them.
7 16 35 26 16 5 9 37 29 20
My teachers take into account my interests and experiences when deciding what I will work on.
10 25 31 23 11 8 13 39 24 16
My classmates and I have opportunities to work together and give each other feedback.
3 9 36 34 19 3 6 37 30 24
Most of the activities I work on in school are challenging enough to be interesting, but not too challenging to complete.
4 11 39 29 16 5 9 41 28 17
My teachers and I work together to set personal goals for my own learning.
9 21 31 25 14 8 11 36 23 20
Informing ProgressPersonalized Learning Teacher and Student Survey Results 37
14 The following questions ask about your classroom experiences. When you answer them, please think about your experiences with all of your classes in mathematics, English/reading, science, and social studies this year, and mark the response that indicates your typical experience. [N = 864 national sample students; N = 4,745–4,835 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Never Rarely SometimesMost of the Time Always Never Rarely Sometimes
Most of the Time Always
I have opportunities to choose what instructional materials (such as books or computer software) I use in class.
14 28 30 19 9 11 18 38 21 12
I have opportunities to choose what topics I focus on in class.
14 29 30 20 7 13 21 39 17 9
I am required to show that I understand a topic before I move on to a new topic.
6 15 40 26 14 5 8 37 29 22
I work on different topics or skills than what my classmates are working on at the same time.
12 27 32 21 8 9 15 41 22 13
I am given the chance to work through instructional material at a faster or slower pace than other students in this class.
12 21 36 21 10 7 11 40 24 19
During a single lesson, I have opportunities to learn in different ways, such as listening to the teacher present to the whole class, working in small groups, or working by myself.
5 13 44 27 12 5 9 39 27 19
I work on projects that combine more than one subject (for example, science and literature).
8 23 39 23 8 8 15 39 23 15
We connect what we are learning to life outside the classroom.
4 19 43 23 10 7 13 41 23 16
I work on projects that extend over several weeks or months.
4 16 49 21 9 9 16 40 21 14
When I am working on an assignment or activity, I know what the goals of the assignment or activity are.
0 3 31 45 20 3 7 37 31 22
I keep track of my learning progress using technology (for example, by using an online gradebook or portfolio).
11 17 28 29 16 5 8 35 25 27
I keep track of my learning progress using paper (for example, a binder or a poster) rather than on a computer.
11 21 31 23 14 13 15 37 20 14
I discuss my learning progress with my teachers.
5 17 39 27 12 8 14 40 22 16
I discuss my learning progress with my parents.
1 10 32 34 24 8 12 38 23 19
If I have trouble understanding material when I’m working on my own, I am able to get help quickly.
2 11 37 37 12 5 11 40 26 17
I have opportunities to review or practice new material until I really understand it.
3 12 43 30 12 4 8 39 28 21
Informing ProgressPersonalized Learning Teacher and Student Survey Results38
15 When the focus of your learning is reading and writing (for example, in an English class), how often do you do the following? [N = 864 national sample students; N = 4,755–4,803 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
NeverSome of the Time
Most of the Time
Almost All of the Time Never
Some of the Time
Most of the Time
Almost All of the Time
I discuss my point of view about something I’ve read.
8 43 35 14 9 40 33 18
I discuss connections between what we are reading in class and real-life people or situations.
10 47 30 13 8 37 36 18
I discuss how culture, time, or place affects an author’s writing.
17 44 28 12 11 36 34 19
I explain how writers use tools like symbolism and metaphor to communicate meaning.
16 45 28 12 9 35 35 21
I improve a piece of writing as a class or with partners.
16 46 26 12 10 35 35 20
I debate the meaning of what we are reading in class.
18 47 23 12 13 37 31 19
16 When the focus of your learning is math, how often do you do the following? [N = 864 national sample students; N = 4,732–4,780 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
NeverSome of the Time
Most of the Time
Almost all of the Time Never
Some of the Time
Most of the Time
Almost all of the Time
I write a few sentences to explain how I solved a math problem.
19 45 25 11 20 40 26 14
I write a math problem for other students to solve.
48 31 15 6 35 35 20 10
I discuss possible solutions to problems with other students.
16 47 28 9 13 28 32 16
I use math to solve real-world problems. 15 46 28 11 14 38 30 18
I solve a problem with multiple steps that take more than 20 minutes.
22 47 22 10 22 42 23 14
Informing ProgressPersonalized Learning Teacher and Student Survey Results 39
17 How much do you agree with the following statements about your school? [N = 864 national sample students; N = 4,611–4,694 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
Teachers make sure that all students are planning for life after graduation.
6 21 54 18 8 16 53 23
Teachers work hard to make sure that all students are learning.
3 11 61 25 4 11 54 31
School is seen as preparation for the future. 1 6 60 33 4 10 53 32
All students are encouraged to go to college. 3 15 52 30 4 12 50 34
Teachers pay attention to all students, not just the top students.
5 15 57 23 6 15 50 29
Teachers work hard to make sure that students stay in school.
3 9 60 28 5 14 52 29
Overall, I feel good about being in this school. 3 8 56 33 9 15 50 27
I care about this school. 3 10 60 27 8 16 50 26
I feel safe in this school. 2 6 54 28 7 14 52 26
My opinions are respected in this school. 3 14 61 22 8 15 52 24
There is at least one adult in this school who knows me well.
3 12 49 37 8 15 45 32
I can be creative in classroom assignments and projects.
4 8 61 27 5 12 53 30
I am comfortable being myself at this school. 2 9 54 35 7 14 50 29
I am an important part of my school community. 5 16 54 25 9 19 50 22
If I could choose a school right now, I would choose this school.
7 14 50 29 13 18 46 23
Informing ProgressPersonalized Learning Teacher and Student Survey Results40
18 How much do you agree with the following statements? [N = 864 national sample students; N = 4,674–4,707 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Strongly Disagree Disagree Agree Strongly
AgreeStrongly Disagree Disagree Agree Strongly
Agree
I have access to technology (such as a computer, tablet, or smartphone) and the Internet outside of school whenever I need them.
1 5 39 56 5 8 40 47
If I need help using technology when I’m at home, I have someone who can help me.
1 6 46 48 8 15 46 31
If I need help using technology when I’m at school, I have someone who can help me.
2 7 57 34 5 9 49 38
At my school, we learn how to tell whether or not information on the Internet is trustworthy.
3 17 57 24 6 13 49 32
19 I feel supported by the following people at this school: [N = 864 national sample students; N = 4,763–4,784 NGLC students]
Percentage of National Sample Students Percentage of NGLC Students
Rarely or Never Sometimes
Most of the Time Always
Rarely or Never Sometimes
Most of the Time Always
Teachers 4 21 42 33 9 27 31 33
Other adults (principals, counselors, etc.) 7 27 37 29 13 27 30 31
Other students 7 34 40 19 13 32 31 23
Informing ProgressPersonalized Learning Teacher and Student Survey Results 41
Teacher Survey Results, NGLC District and Charter Schools, Spring 2015
Informing ProgressPersonalized Learning Teacher and Student Survey Results42
1 In addition to your work instructing students, do you also serve in any of the following formal roles this year? [N = 66 district teachers; N = 175 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
Administrator (e.g., assistant principal) 6 3
Master teacher 0 10
Coach or mentor for other teachers 11 22
Department head or lead teacher 17 15
Professional development provider 3 12
Technology support provider 2 3
Guidance counselor or provider of nonacademic support to students 0 4
None of the above 59 50
Other, please specify 17 11
NOTE: This question instructed the respondent to “select all that apply,” so the percentages will not add to 100 percent.
Written responses to the “Other” category:
District teachers: GSRP Program Director; Special Education Case Manager; Co-Special Education Liaison (SEL); SBDM Member; Facilitator for Special Education Services; Special Education Liaison; Roster Chair; Principal designee, Union building representative; Staff Leader for Event Planning Committee; Testing Coordinator; CELDT coordinator; Teacher.
Charter teachers: Curriculum Team; Rifton Tram training, Canvas training, proctoring the CAHSEE exam with numerous accommodations; Data Systems and Implementation Lead; Credit Recovery Instructor for At-Risk Students; Leadership Advisor; Curriculum Designer/Developer; Yearbook Advisor and Exhibition Work Group Lead; Individual IEP student support; Data Analyst; Illuminate Data Champion; Case management for 504 plans and health plans; Dean of Students; Assistant Teacher in Science; Coach for other preceptors; Operations Assistant; Data Driver; Teacher Effectiveness Driver
Teaching Background
Informing ProgressPersonalized Learning Teacher and Student Survey Results 43
2 Which of the following best describes your teaching arrangement this year? [N = 66 district teachers; N = 170 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
Traditional elementary arrangement; sometimes called “self-contained”
12 13
Traditional secondary arrangement; sometimes called “subject-specific,” “subject-matter specialist,” or “departmentalized”
73 46
“Pull-Out” or “Push-In” Instruction 6 10
Co-teaching or Job Share (one of two or more teachers who are jointly responsible for teaching the same subject[s] to a group of students [i.e., in the same classroom])
3 17
I work under the supervision of another teacher 2 7
I primarily supervise the work of other teachers rather than directly instructing students
5 0
I teach students exclusively online, with no in-person interaction 0 6
Other, please specify 11 6
NOTE: In this question, respondents could include written responses in the “other” box in addition to one of the response choices, so the percentages may not add to 100 percent.
Written responses to the “Other” category:
District teachers: I teach three groups of students according to the academic level; I teach a group of 20 students in the morning facilitating cross-curricular projects. I teach English to a separate group of students in the afternoon; I teach project-based learning to one group of students in the morning and in the afternoon I teach math to two different groups of students; I teach a single English class per day; A combination of several: I am an advisor to a group of students for half of the day and then I teach a specific class to certain groups of students throughout the other half of the day; I teach several classes of different students during the day in 5 subjects; I teach one stand-alone literacy class and provide push-in support for math.
Charter teachers: I teach virtually to 90 students in Grades 6–8; I teach students exclusively online with regular communication individually and in small groups; I teach students exclusively online with lots of virtual in-person interaction; Co-Teach math and reading and SETTS pull-out skills lab; I also teach an art elective 3 times a week that rotates in children from different classes; Montessori-all subject areas, 3-year age range (pre-k3–K); I teach kindergarten math for two different classes and otherwise only teach one group of 18 students; I teach a core group of 18 students most of the day all core subjects. I also work with my team teacher’s students (the 18 other Kindergarteners) every day teaching them reading and literacy. My team teacher teaches all kindergarteners math; I assist students as they work on online curriculum and also teach small groups in a classroom setting; I teach character development and work readiness and support students with online curriculum; I teach small-group instruction, support in the learning labs, and pull-out individual instruction.
Informing ProgressPersonalized Learning Teacher and Student Survey Results44
3 What subject area(s) are you teaching (or supervising) this year (2014–15)? [N = 66 district teachers; N = 175 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
English/language arts/reading/writing 56 63
Mathematics 64 55
Science 26 23
Social studies 21 26
Foreign language(s) 0 3
Visual or performing arts (art, music, etc.) 8 7
Physical education/health education 3 6
Career/technical education 5 4
Other subject area(s) 20 14
NOTE: This question instructed the respondent to “select all that apply,” so the percentages will not add to 100 percent.
Written responses for the “Other” category:
District teachers: Was at first doing a computer exploratory; Cross-curricular projects (contain standards from English, math, social studies and science); Special ed; Project-based learning; Project-based courses that are interdisciplinary and include all of these courses; Computer Programming; Life Skills Support; English as a Second Language Dept.—Course is called English 4; Learning Strategies; Personal Finance; Personalized Studio.
Charter teachers: As a grade-level chair, I supervise the math, science, history, PE, and Spanish teachers in my grade level; Advisory; Special Education; Student Council; Computer Science and Software Engineering; Support students in all subjects and content; Theater, Cinema and Film Production; Media Literacy; Yearbook; Practical Life, Sensorial; General-Primary Montessori Teacher; Coding; Academic coordinator overseeing all curricular decisions; Character development; Extracurricular science and computer coding; Early Childhood; Social Emotional Learning; Cooperative Play.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 45
4 Please indicate the grade levels of the students you teach. [N = 66 Charter teachers; N = 175 District teachers]
Percentage of District Teachers Percentage of Charter Teachers
Kindergarten 3 6
1st 2 6
2nd 2 5
3rd 2 3
4th 5 1
5th 5 10
6th 17 29
7th 24 26
8th 26 18
9th 55 29
10th 39 21
11th 32 15
12th 32 8
Our school doesn’t use grade levels 3 1
5 What percentage of the students you teach:
District Teachers Charter Teachers
Number of Respondents Zero
More Than Zero to
25 PercentMore Than 25 Percent
Number of Respondents Zero
More Than Zero to
25 PercentMore Than 25 Percent
Have individualized education programs (IEPs) for special education services
59 10% 54% 36% 145 5% 75% 20%
Are considered English-language learners or limited-English proficient
55 33% 62% 5% 125 36% 31% 33%
Participate in a gifted and talented program
53 64% 23% 13% 108 84% 13% 3%
Informing ProgressPersonalized Learning Teacher and Student Survey Results46
6 Including this school year (2014–15), how many total years have you been teaching, regardless of location?
District Teachers Charter Teachers
Number of Respondents Minimum Maximum Mean Median
Number of Respondents Minimum Maximum Mean Median
Years teaching 66 1 33 8 6 175 1 45 8 5
District Teachers Charter Teachers
Number of Respondents
One Year
More Than One Year to 10 Years
11–20 Years
More Than 20 Years
Number of Respondents
One Year
More Than One Year to 10 Years
11–20 Years
More Than 20 Years
Years teaching 66 5% 62% 21% 12% 172 22% 60% 14% 5%
7 Prior to teaching, did you have a career outside the field of education?
District Teachers Charter Teachers
Number of Respondents Yes No Number of Respondents Yes No
66 30% 70% 171 31% 69%
8 Was your previous career focused on technology?
District Teachers Charter Teachers
Number of Respondents Yes No Number of Respondents Yes No
66 8% 92% 171 6% 94%
9 Do you hold a regular or standard certificate to teach in this state?
District Teachers Charter Teachers
Number of Respondents Yes
No, but I am currently enrolled in a
certification program
No, and I am not currently enrolled in a certification program
Number of Respondents Yes
No, but I am currently enrolled in a
certification program
No, and I am not currently enrolled in a certification program
66 92% 5% 3% 171 71% 15% 14%
Informing ProgressPersonalized Learning Teacher and Student Survey Results 47
10 In what content area and grade range does your certificate allow you to teach?
District Teachers Charter Teachers
Number of Respondents
Early Childhood, Preschool, or at Least
One of Grades K–5At Least One of Grades 6–8
At Least One of Grades 9–12
Number of Respondents
Early Childhood, Preschool, or at Least
One of Grades K–5At Least One of Grades 6–8
At Least One of Grades 9–12
66 32% 70% 70% 175 32% 49% 43%
NOTE: This question was only asked of those who answered “yes” to Question 9. This question instructed the respondent to “select all that apply,” so the percentages will not add to 100 percent.
11 Through which of the following types of programs did you enter teaching? [N = 66 district teachers; N = 166 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
Through an undergraduate teacher preparation program 59 28
Through a graduate teacher preparation program 24 27
Through an alternative teacher preparation program (for example, Teach for America, or a program aimed at mid-career changers)
14 27
Courses taken after attainment of undergraduate/bachelor’s degree, but not as part of a formalized graduate or alternative teacher preparation program
3 8
No formal preparation program 2 7
Other, please describe 1 5
NOTE: Values shown are rounded to the nearest whole number and do not always sum to 100 percent.
Written responses for the “Other” category:
District teachers: Courses taken during doctoral program.
Charter teachers: I entered education by applying for a T.A. position while earning an A.A. degree at community college and transferring to a university; NYC Teaching Fellow; LAB Corp Fellowship; Certified in AMI Montessori Elementary, a 10-month full-time program; Montessori Master’s Degree; Montessori training; I did a Fulbright ETA and am now in a TA position; Undergraduate teacher prep, but then went through teacher residency program to get masters in urban ed.; Teacher residency program.
12 To what extent do you feel that your teacher preparation program and prior experience prepared you (or is preparing you, if you are currently enrolled) to teach in a personalized learning environment?
District Teachers Charter Teachers
Number of Respondents
Not At All
To a Small Extent
To a Moderate Extent
To a Great Extent
Number of Respondents
Not At All
To a Small Extent
To a Moderate Extent
To a Great Extent
66 6% 24% 47% 23% 171 5% 21% 43% 32%
Informing ProgressPersonalized Learning Teacher and Student Survey Results48
13 Please indicate whether the following characteristics, or layouts of physical space, exist in your school. For each that does exist in your school, please indicate the extent to which it facilitates or hinders personalized learning. [N = 23–65 district teachers; N = 96–169 charter teachers]
Design ElementsD
istr
ict
Ch
arte
r
Ch
arte
r
Dis
tric
t
Ch
arte
r
Dis
tric
t
Ch
arte
r
Dis
tric
t
Ch
arte
r
Dis
tric
t
Ch
arte
r
Dis
tric
t
Dis
tric
t
Ch
arte
r
100
80
60
40
20
0
Traditionalclassrooms
with furniturethat cannot
be easilyrearranged
NOTE: Percentages may not add to 100 due to rounding.
Traditionalclassrooms
with furniturethat is easy to
rearrange
Large, openinstructional
spaces
Open commonareas for
student use
Openinstructionalspaces with
smaller roomsfor individualor small-group
instruction
OtherComfortable,nontraditional
classroomfurniture
Perc
enta
ge
11%7%
20%
16%
9% 6%
59%
5%5%
30%
60%
4%
13%
38%
45%
10%
12%
45%
32%
5%
16%
40%
39%
2%10%
39%
48%
2%
28%
28%
42%
3%10%
30%
57%
7%
13%
34%
46%
71%3%
26%
66%
5%
5%
13%
67%
15%
5%8%
100%86%
3%
FIGURE
2Please indicate whether the following characteristics, or layouts of physical space, exist in your school. For each that does exist in your school, please indicate the extent to which it facilitates or hinders personalized learning. [N = 23–65 district teachers; N = 96–169 charter teachers]
■ Exists and it facilitates personalized learning ■ Exists and has no impact on personalized learning
■ Exists and it hinders personalized learning ■ Does not exist in my school
Informing ProgressPersonalized Learning Teacher and Student Survey Results 49
Written responses for the “Other” category:
District teachers: No responses.
Charter teachers: Computer Lab; Laptops available for each student and individualized computer-based learning; Rooms for Guest Speakers; We have large rooms with three teachers [and] 65 students, movable furniture with areas for collaboration, teacher-led instruction, and independent work; I have an online classroom where 1 or more students can meet with me to work together or individually; Rolling desks with attached tables and wheels, rocking chairs, etc.; Combo of traditional with movable furniture and open spaces, and open spaces for students with IEPs and learning challenges hinders personalized instruction due to distractions from other instructions happening in same spaces; Small classrooms in portables with large desks and lots of furniture that is easily arranged; Cubicle walls; We have classrooms that are not fully closed, this limits the amount of activities we can do because the [noise] becomes a problem; Classrooms with no walls and sound masked by white noise and it is very distracting to students who [are] easily distracted; Computer learning labs; Resource and flex rooms are available.
Informing ProgressPersonalized Learning Teacher and Student Survey Results50
14 Please indicate whether, in the past year, you received each of the following kinds of supports, and the extent to which you found it helpful for improving your instruction. [N = 64–65 district teachers; N = 168–170 charter teachers]
Response choices: I did not receive this support; I received it and found it unhelpful; I received it and found it somewhat helpful; I received it and found it very helpful.
Percentage of District Teachers Percentage of Charter Teachers
Did Not Receive
Received; Unhelpful
Received; Somewhat
Helpful
Received; Very
HelpfulDid Not Receive
Received; Unhelpful
Received; Somewhat
Helpful
Received; Very
Helpful
Formally assigned mentor or coach 75 3 9 12 39 8 24 29
Informal mentor 63 2 17 18 42 4 24 31
Release time to observe other teachers 62 5 25 9 49 1 26 24
Observation of and feedback on your lessons by other teachers
48 5 32 15 46 4 25 25
Observation of and feedback on your lessons by administrators
27 9 39 25 15 9 36 40
Common planning time (formally scheduled) with other teachers
35 2 22 42 29 6 24 41
Access to professional learning communities where you can discuss concerns or engage in instructional planning with other teachers
23 2 38 37 33 8 26 34
Curriculum and Instructional Practices
Informing ProgressPersonalized Learning Teacher and Student Survey Results 51
15 Please indicate your level of agreement with each of the following statements about all of your professional development experiences during the current school year (2014–15, including summer 2014). [N = 63–64 district teachers; N = 165–168 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
My professional development experiences this year . . . Disagree Strongly Disagree Agree
Agree Strongly
Disagree Strongly Disagree Agree
Agree Strongly
Have been well aligned with the Common Core State Standards or other standards that my state or district has adopted
11 16 49 24 4 21 52 23
Have been designed to address needs revealed by analysis of student data
9 19 55 17 3 10 50 37
Have been useful for improving my instruction 6 17 52 25 5 14 51 30
Have helped me understand how to personalize goals for students
9 31 38 22 7 24 43 26
Have helped me implement the technology used in my classroom
6 13 55 27 10 19 42 28
Have familiarized me with a variety of approaches to instructional delivery
8 25 44 22 5 26 47 22
Have addressed ways to collaborate with students and families to develop instructional goals and approaches
13 37 31 19 8 29 40 23
16 Rate your level of agreement with each of the following statements about your school. [N = 63–64 district teachers; N = 163–165 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
Disagree Strongly Disagree Agree Agree
StronglyDisagree Strongly Disagree Agree Agree
Strongly
Teachers at my school collaborate well with one another.
2 3 70 25 1 7 53 40
Teachers at my school are highly focused on the mission of improving student learning.
0 3 53 44 0 3 37 59
Administrators at my school are highly supportive of teachers.
2 13 52 34 5 11 38 46
Administrators at my school are highly focused on student learning.
0 13 55 33 2 4 38 55
Administrators at my school trust teachers to make decisions about their own instruction.
3 11 44 42 6 13 38 43
Students in this school respect one another. 0 33 63 5 5 21 57 17
Students in this school respect the school staff. 8 30 61 2 6 18 59 17
Students in this school are motivated to achieve. 8 46 43 3 4 18 60 18
Parents and other family members are involved in students’ education.
8 40 51 2 4 18 58 21
Informing ProgressPersonalized Learning Teacher and Student Survey Results52
17 Please indicate whether the following conditions exist in your school and the degree to which each is an obstacle to your efforts to promote student learning using technology such as computers, smartphones, or tablets. If the condition does not exist in your school, please mark “Not applicable.” [N = 62–63 district teachers; N = 160–163 charter teachers]
Full response choices: Not applicable; Condition does not exist in my school; Condition exists but is not an obstacle; Condition exists and is a minor obstacle; Condition exists and is a major obstacle.
Percentage of District Teachers Percentage of Charter Teachers
N/A; Does Not
Exist
Exists; Not an
Obstacle
Exists; Minor
Obstacle
Exists; Major
Obstacle
N/A; Does Not
Exist
Exists; Not an
Obstacle
Exists; Minor
Obstacle
Exists; Major
Obstacle
Inadequate technology skills among students 35 27 32 6 41 23 30 6
My own limited technology skills 56 27 16 0 73 14 12 1
Inadequate opportunities for teachers to provide input on how technology is used
48 19 22 11 60 17 18 6
Lack of support from technology specialists or other staff who can provide technical support
63 13 11 13 64 10 18 8
Lack of flexibility in deciding how I can use technology in my instruction
77 10 13 0 70 12 14 5
An inadequate number of computers or devices to accommodate all students
59 6 24 11 72 6 17 6
Slow Internet connection or inadequate bandwidth
38 19 32 11 60 11 23 7
Inadequate opportunities to participate in professional development related to technology use
60 14 22 3 48 22 24 6
Lack of high-quality content for technology-based instruction
58 15 21 6 53 15 23 9
Lack of alignment between the content students learn online and the content that I am trying to teach
59 19 16 6 57 12 19 12
Problems with hardware, such as insufficient computing power or lack of compatibility with software
65 11 19 5 74 9 11 5
Excessive amounts of time I need to spend developing content for technology-based instruction
40 14 30 16 54 14 23 9
Informing ProgressPersonalized Learning Teacher and Student Survey Results 53
18 Please indicate the extent to which each of the following conditions is an obstacle to your efforts to promote personalized learning for students. If the condition does not exist in your school, please mark “Not applicable.” [N = 61–63 district teachers; N = 153–156 charter teachers]
Full response choices: Not applicable; Condition does not exist in my school; Condition exists but is not an obstacle; Condition exists and is a minor obstacle; Condition exists and is a major obstacle.
Percentage of District Teachers Percentage of Charter Teachers
N/A; Does Not Exist
Exists; Not an
Obstacle
Exists, Minor
Obstacle
Exists; Major
ObstacleN/A; Does Not Exist
Exists; Not an
Obstacle
Exists, Minor
Obstacle
Exists; Major
Obstacle
Lack of support from school administration 67 10 21 2 65 10 17 9
My own limited knowledge of how to effectively personalize instruction
52 19 19 10 47 14 33 6
Too many students for whom I am responsible
37 10 32 22 43 13 30 15
Too much diversity in achievement levels among my students
25 16 33 25 27 23 34 15
Too much variation in age or maturity among my students
42 21 24 13 50 22 23 5
Lack of flexibility in the curriculum I am required to teach (i.e., need to teach specific material in a specific time frame)
65 10 17 8 61 12 24 3
Pressure to cover specific material as a result of state or district standards or testing requirements
41 21 24 14 42 17 27 14
Excessive amounts of time I need to spend developing personalized content
24 25 30 21 31 18 27 25
Inadequate opportunities to participate in professional development related to personalizing learning
51 16 22 11 51 8 27 14
Inadequate data to help me personalize students’ instruction
61 11 23 5 69 12 17 3
Lack of high-quality content or materials 51 16 25 8 55 10 26 8
An inadequate amount of time to prepare personalized lessons for all students
27 11 22 40 31 10 25 35
High levels of student absenteeism 27 10 27 35 50 10 35 5
High levels of student disciplinary problems 25 14 30 30 39 12 28 21
Scheduling constraints 43 13 27 17 51 14 24 11
Informing ProgressPersonalized Learning Teacher and Student Survey Results54
Use of Student Assessment Data
19 In general, how frequently do you receive or generate the following types of information about the performance of your students? [N = 62 district teachers; N = 150–152 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
NeverOnce a Year
A Few
Times Per Year
Approx. Monthly
A Few Times
Per Month
Approx. Weekly
A Few
Times Per
Week
At Least Daily Never
Once a Year
A Few
Times Per Year
Approx. Monthly
A Few Times
Per Month
Approx. Weekly
A Few
Times Per
Week
At Least Daily
Scores on assessments in mathematics or language arts
0 10 44 6 8 21 6 5 1 3 14 10 15 28 14 16
Scores on assessments in subjects other than mathematics or language arts
21 24 32 3 8 8 0 3 27 4 22 11 12 15 5 3
Information about student performance on specific concepts or skills
3 6 29 8 19 18 8 8 7 3 9 10 14 18 18 22
Identification of specific students who need extra assistance
2 6 26 3 19 16 11 16 2 1 9 14 16 15 18 25
Identification of specific students who have achieved mastery
3 5 29 6 15 23 8 11 2 3 11 11 11 22 19 22
Nonachievement outcomes (for example, student behavior, attitudes, or motivation)
19 3 16 10 10 18 5 19 8 3 8 9 9 20 7 38
Informing ProgressPersonalized Learning Teacher and Student Survey Results 55
20 This year, to what extent have you used student achievement/mastery data for each of the following purposes? (Consider data provided by instructional software, interim assessments or quizzes, unit or end-of-course tests, state accountability tests, district benchmark or interim tests, and other standardized tests.) If the activity is something that your school doesn’t do (for example, if you never tailor the pace of instruction), please mark “My school doesn’t do this.” [N = 59–61 district teachers; N = 150–152 charter teachers]
Full response choices: My school doesn’t do this; Did not use data for this at all; Used data to a small extent; Used data to a moderate extent; Used data to a large extent.
Percentage of District Teachers Percentage of Charter Teachers
My School Doesn’t Do This
Did Not Use
Used to a Small Extent
Used to a Moderate
Extent
Used to a
Large Extent
My School Doesn’t Do This
Did Not Use
Used to a Small Extent
Used to a Moderate
Extent
Used to a Large Extent
Tailoring the pace of instruction to individual students’ needs
7 8 30 33 23 6 6 18 24 45
Tailoring the content of instruction to individual students’ needs
5 3 33 33 26 3 3 17 32 44
Developing recommendations for tutoring or other educational support services for particular students
3 11 31 30 25 8 4 19 26 43
Assigning or reassigning students to groups within my class(es)
10 10 25 26 30 10 5 15 28 42
Assigning students to extended learning opportunities (for example, extended-day programs, Saturday classes, or an extended school year)
33 12 25 20 10 38 7 17 18 20
Identifying topics requiring more or less emphasis in instruction
7 7 20 39 28 8 5 17 27 43
Identifying areas where I need to strengthen my content knowledge or teaching skills
11 10 30 26 23 7 6 21 37 29
Reflecting on and discussing teaching and learning with other teachers
3 12 29 31 25 5 5 20 30 40
Reflecting on and discussing learning with my students
8 3 20 42 27 3 7 18 39 32
Providing college/career advice or guidance
20 15 31 25 10 33 14 22 16 16
Informing ProgressPersonalized Learning Teacher and Student Survey Results56
21 This year, have you used data on nonachievement outcomes (for example, student behavior, attitudes, or motivation?
District Teachers Charter Teachers
Number of Respondents Yes No Number of Respondents Yes No
62 63% 37% 157 79% 21%
22 This year, to what extent have you used data on nonachievement outcomes (for example, student behavior, attitudes, or motivation) for each of the following purposes? [N = 39–40 district teachers; N = 118–121 charter teachers]
Full response choices: Did not use data for this at all; Used data to a small extent; Used data to a moderate extent; Used data to a large extent.
Percentage of District Teachers Percentage of Charter Teachers
My School Doesn’t Do This
Did Not Use
Used to a Small Extent
Used to a Moderate
Extent
Used to a Large Extent
My School Doesn’t Do This
Did Not Use
Used to a Small Extent
Used to a Moderate
Extent
Used to a Large Extent
Tailoring the pace of instruction to individual students’ needs
3 8 23 38 28 7 11 26 27 29
Tailoring the content of instruction to individual students’ needs
5 8 13 46 28 3 14 24 33 26
Developing recommendations for tutoring or other support services for particular students
10 8 23 28 33 7 8 17 31 36
Assigning or reassigning students to classes or to content
8 8 31 28 26 12 14 22 31 22
Assigning or reassigning students to groups within my class(es)
5 8 25 30 33 7 8 18 38 29
Reflecting on and discussing learning with my students
3 3 15 41 38 3 7 22 41 28
Providing college/career advice or guidance
13 13 28 28 18 29 21 18 20 13
NOTE: This question was only asked of those who answered “yes” to Question 21.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 57
23 Please indicate your level of agreement with each of the following statements. [N = 61–63 district teachers; N = 151–153 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
Not Applicable
Strongly Disagree Disagree Agree
Strongly Agree
Not Applicable
Strongly Disagree Disagree Agree
Strongly Agree
I have access to high-quality assessment data that help me adapt the pace or content of instruction to meet students’ needs.
3 0 22 38 37 3 5 9 41 43
The data system provides real-time data that is actionable.
8 3 25 39 25 5 5 13 35 42
Our school’s data system includes achievement measures that provide information about students of varying achievement levels, including students who are far above or below grade level.
5 0 16 49 30 4 4 8 39 45
Our school’s data system provides information at a level of detail that helps me inform my instruction (e.g., breakdowns for specific skills or topics).
7 3 23 47 21 5 7 12 39 38
I have plenty of data but need help in figuring out how to translate the data into instructional steps.
2 5 41 35 17 7 10 22 38 24
It is easy to create custom assessments that evaluate what students are learning.
0 6 25 51 17 10 7 25 34 24
Our school’s data system is easy to use.
3 6 30 43 17 3 9 19 46 24
I can use the school’s data system to easily produce the views or reports I need.
5 11 30 37 17 3 11 19 40 27
The technology provides data that are not typically available without that technology.
10 5 29 38 19 5 8 16 33 39
I have the necessary skills and experience to use data to guide my instruction.
3 0 22 43 32 4 3 17 42 34
Informing ProgressPersonalized Learning Teacher and Student Survey Results58
24 Does your school use frequently updated, shared documents, either paper or electronic (such as learner profiles and learning plans), to document each student’s strengths, weaknesses, and goals along with individualized plans to accomplish those goals?
District Teachers Charter Teachers
Number of Respondents Yes No Number of Respondents Yes No
63 46% 54% 157 52% 48%
25 Do your school’s learner profiles or learning plans have these attributes? (By learner profiles and learning plans, we mean documents about student strengths, weaknesses, and goals, and individualized plans to accomplish those goals) [N = 27–29 district teachers; N = 77–80 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
These learner profiles . . . Not At All
To a Small Extent
To a Moderate
Extent
To a Great Extent
Not At All
To a Small Extent
To a Moderate
Extent
To a Great Extent
. . . exist for every student 7 7 41 45 13 21 29 38
. . . are frequently updated to incorporate new information 3 21 45 31 8 23 39 31
. . . summarize the student’s strengths, weaknesses, and progress, drawing on multiple sources of information, including standardized tests and other information
0 21 38 41 10 23 35 32
. . . summarize the student’s goals, interests, and aspirations 3 10 48 38 20 20 29 30
. . . set forth a personalized plan for students to accomplish instructional goals
7 24 31 38 12 19 33 36
. . . are routinely accessed/updated by teachers 4 32 43 21 10 28 32 30
. . . are routinely accessed/updated by students 22 30 30 19 26 38 18 18
. . . are routinely accessed/updated by parents or guardians 44 26 22 7 27 41 23 10
NOTE: This question was only asked of those who answered “yes” to Question 24.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 59
26 On average throughout the school year, how many hours of instructional time do students experience per week in the class(es) you teach?
District Teachers Charter Teachers
Number of Respondents Minimum Maximum Mean Median
Number of Respondents Minimum Maximum Mean Median
Hours of instructional time per week
62 2 60 14 7 156 1 60 16 8
27 What percentage of time is technology utilized in your classroom?
District Teachers Charter Teachers
Number of Respondents Minimum Maximum Mean Median
Number of Respondents Minimum Maximum Mean Median
Technology in primary role for instruction
51 0% 100% 25% 15% 130 0% 99% 35% 25%
Technology plays a supporting role (e.g., electronic note-taking)
57 0% 100% 37% 30% 137 0% 100% 26% 20%
Technology not utilized
61 0% 100% 48% 50% 155 0% 100% 48% 40%
Curriculum and Instructional Practices
Informing ProgressPersonalized Learning Teacher and Student Survey Results60
28 During a typical class, for what percentage of the time do you utilize the following activities with students? (The amount of time must add to 100 percent)
District Teachers Charter Teachers
Number of Respondents Minimum Maximum Mean Median
Number of Respondents Minimum Maximum Mean Median
Large-group instruction
61 0% 70% 29% 25% 150 0% 70% 19% 15%
Small-group instruction
60 0% 90% 24% 20% 151 0% 100% 33% 25%
Individual tutoring 60 0% 40% 15% 10% 148 0% 95% 20% 10%
Coaching and support (e.g., while students work together in groups or individually)
62 0% 75% 25% 22% 151 0% 80% 20% 20%
Administering tests or engaging in other noninstructional activities
56 0% 30% 10% 10% 144 0% 80% 11% 10%
Informing ProgressPersonalized Learning Teacher and Student Survey Results 61
29 What percentage of time are the following modes of instruction employed in your classroom? (The amount of time does not need to add up to 100 percent)
District Teachers Charter Teachers
Number of Respondents Minimum Maximum Mean Median
Number of Respondents Minimum Maximum Mean Median
Teacher-led large-group or whole-class (more than 10 students) instruction
62 0% 85% 31% 25% 150 0% 100% 23% 20%
Teacher-led small-group (2–10 students) instruction
59 0% 90% 24% 20% 148 0% 100% 31% 25%
In-person individual tutoring
60 0% 75% 15% 10% 147 0% 100% 19% 10%
Live or pre-recorded tutoring provided via the Internet
56 0% 40% 5% 0% 142 0% 100% 8% 0%
Small-group collaboration (such as team projects, partner work, peer-to-peer instruction)
58 0% 80% 24% 20% 148 0% 100% 21% 20%
Independent practice without software (such as reading, writing)
56 0% 80% 21% 20% 148 0% 100% 23% 15%
Independent practice using software or other digital content (such as websites)
59 0% 90% 27% 25% 148 0% 100% 25% 20%
Paper-and-pencil assessment
57 0% 90% 15% 10% 148 0% 80% 11% 10%
Computer-based assessment
55 0% 90% 19% 10% 149 0% 100% 19% 10%
Informing ProgressPersonalized Learning Teacher and Student Survey Results62
30 Do you group students of similar ability levels together?
District Teachers Charter Teachers
Number of Respondents Yes No Number of Respondents Yes No
62 69% 31% 156 76% 24%
31 How frequently do you change the composition of these groups based on students’ learning? [N = 43 district teachers; N = 119 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
At Least Weekly
Once or Twice a Month
A Few Times a Year
Never, Students Remain in the Same Groups for the
Entire School YearAt Least Weekly
Once or Twice a Month
A Few Times a Year
Never, Students Remain in the Same Groups for the
Entire School Year
44 30 21 5 24 33 41 3
NOTE: This question was only asked of those who answered “yes” to Question 30.
32 Do you assign homework or other out-of-school learning activities to your students at least once a week?
District Teachers Charter Teachers
Number of Respondents Yes No Number of Respondents Yes No
62 71% 29% 156 81% 19%
33 To what extent do the out-of-school activities you assign to your students . . . [N = 44 district teachers; N = 126 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
Not At All
To a Small Extent
To a Moderate
ExtentTo a Great
ExtentNot
At AllTo a Small
Extent
To a Moderate
ExtentTo a Great
Extent
. . . differ from traditional homework 27 50 16 7 22 41 25 11
. . . enable you to make more efficient use of your time with the students in school
18 25 34 23 9 29 37 25
NOTE: This question was only asked of those who answered “yes” to Question 32.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 63
34 For this question, we are interested in the activities students are engaged in when they are using technology. Please indicate the extent to which students are engaged in the following types of activities. Choices may sum to greater than 100 percent. [N = 59–61 district teachers; N = 151–154 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
Not At All
To Some Extent
To a Moderate
ExtentTo a Great
ExtentNot
At AllTo Some Extent
To a Moderate
ExtentTo a Great
Extent
Using structured curriculum materials online
18 25 28 30 16 19 21 44
Reading 15 28 38 20 14 25 31 30
Watching videos, animations, or simulations
2 47 46 5 9 27 34 29
Adjusting parameters of simulations and observing the results
51 36 11 2 53 24 11 12
Solving problems with clear solutions (e.g., multiple-choice math problems or vocabulary drills)
20 36 23 21 20 25 29 26
Solving multi-step, open-ended problems or conducting investigations
16 36 30 18 19 29 30 22
Receiving immediate feedback on problem solutions
11 30 33 26 15 18 29 38
Receiving problem-solving help from an automated tutoring system
43 20 23 15 42 25 18 15
Receiving feedback about strengths and weaknesses from an automated system
45 25 17 13 41 31 20 8
Receiving help from an online human acting as a teacher, tutor, or mentor
57 23 13 7 54 22 11 13
Taking assessments 8 56 25 11 11 30 34 25
Engaging in discussions or collaborative problem solving with other students in the school
35 37 22 7 35 23 26 16
Engaging in discussions or collaborative problem solving with other students not from the same school
77 15 7 2 70 11 11 7
Using online reference materials 10 41 34 15 17 23 42 18
Searching for relevant materials on the web
11 34 33 21 19 26 35 20
Informing ProgressPersonalized Learning Teacher and Student Survey Results64
35 Please indicate the extent to which you agree with each of the following statements about your curriculum and instruction. [N = 59–61 district teachers; N = 148–152 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
Not At All
To Some Extent
To a Moderate
ExtentTo a Great
ExtentNot
At AllTo Some Extent
To a Moderate
ExtentTo a Great
Extent
Students have opportunities to choose what instructional materials (such as books or computer software) they use in class
31 46 18 5 27 43 23 7
Students have opportunities to choose what topics they focus on in class
25 46 26 3 31 38 23 8
I frequently adapt course content to meet students’ needs by providing additional assignments, resources, and activities for remediation or enrichment
5 25 45 25 9 18 38 36
I clearly present the goal or objective for each assignment
2 13 34 51 2 10 42 46
I have adopted strategies that allow students to keep track of their own learning progress
8 25 38 28 11 17 39 34
I require students to show that they understand a topic before they can move on to a new topic
14 39 20 27 5 22 37 36
Different students work on different topics or skills at the same time
10 33 31 26 5 21 28 46
I give students the chance to work through instructional material at a faster or slower pace than other students in this class
8 28 26 38 1 17 34 47
When students are working on an assignment or activity, they know what the goals of the assignment or activity are
2 15 36 48 1 15 42 42
Students keep track of their own learning progress using technology (for example, by using an online gradebook or portfolio)
10 34 26 30 22 15 26 37
If students have trouble understanding the material, they are able to get help quickly
0 8 57 34 0 12 45 43
Students have opportunities to review or practice new material until they fully understand it
7 23 42 28 0 23 29 48
I am usually accessible to students via electronic communication when I am not available face-to-face
8 16 36 39 15 15 26 44
When students are working independently, I require them to get through a certain amount of material even if they are working at their own pace
5 18 52 25 6 13 41 40
(continued on next page)
Informing ProgressPersonalized Learning Teacher and Student Survey Results 65
Percentage of District Teachers Percentage of Charter Teachers
Not At All
To Some Extent
To a Moderate
ExtentTo a Great
ExtentNot
At AllTo Some Extent
To a Moderate
ExtentTo a Great
Extent
Students are able to access instructional materials both in and outside of the classroom
3 13 33 51 11 15 27 48
I provide a variety of materials or instructional approaches to accommodate individual needs and interests
2 18 48 33 3 23 41 33
I connect what students are learning with experiences they have throughout the rest of the school day or outside of school
3 30 40 27 5 21 39 35
I assign projects that extend over several weeks or months
27 34 24 15 34 22 24 20
I assign projects that are interdisciplinary (e.g., combining science and literature)
23 33 30 15 24 31 22 22
Students have opportunities to provide input into the design and focus of project work
28 41 21 10 30 30 23 17
36 I have adequate access to technology-based curriculum materials that . . . [N = 61–62 district teachers; N = 150–152 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
. . . are of high quality. 3 23 56 18 9 14 53 25
. . . address the learning needs of all of my students.
5 23 56 16 9 20 49 22
. . . are easy for me to use in the classroom. 5 18 60 18 10 10 52 28
. . . are easy for my students to use. 5 15 63 18 9 8 59 25
. . . do not require frequent technical support. 8 18 57 16 10 13 51 25
. . . contribute to my efforts to promote college and career readiness.
6 19 53 21 11 18 49 22
. . . support anytime/anywhere learning by being accessible at other times and in other places.
5 15 53 27 11 13 43 34
(continued from previous page)
Informing ProgressPersonalized Learning Teacher and Student Survey Results66
37 I have adequate access to non-technology–based curriculum materials that . . . [N = 61–62 district teachers; N = 148–151 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
. . . are of high quality. 5 23 58 15 11 19 45 25
. . . address the learning needs of all of my students.
6 26 53 15 10 27 42 21
. . . contribute to my efforts to promote college and career readiness.
7 23 56 15 12 20 47 21
. . . support anytime/anywhere learning by being accessible at other times and in other places.
7 33 51 10 15 31 35 19
38 Approximately what proportion of the curriculum and instructional materials you use were provided to you by your school or district? [N = 62 district teachers; N = 153 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
All of the Materials
A Majority
About Half
Fewer Than Half
None, I Don’t Receive Any Materials From
my School or DistrictAll of the Materials
A Majority
About Half
Fewer Than Half
None, I Don’t Receive Any Materials From
my School or District
8 39 19 23 11 18 34 11 21 17
39 Approximately what proportion of the curriculum and instructional materials you use consists of existing material that you searched for (e.g., from websites) to supplement the curriculum that was provided to you? [N = 61 district teachers; N = 154 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
All of the Materials
A Majority
About Half
Fewer Than Half
None, I Don’t Search for Supplemental
Materials
All of the Materials
A Majority
About Half
Fewer Than Half
None, I Don’t Search for Supplemental
Materials
3 21 39 31 5 8 25 22 40 5
40 Approximately what proportion of the curriculum and instructional materials you use consists of original material you created to supplement the curriculum that was provided to you? [N = 62 district teachers; N = 154 charter teachers]
Percentage of District Teachers Percentage of Charter Teachers
All of the Materials
A Majority
About Half
Fewer Than Half
None, I Don’t Create Original Material
All of the Materials
A Majority
About Half
Fewer Than Half
None, I Don’t Create Original Material
6 21 27 40 5 4 25 21 44 6
Informing ProgressPersonalized Learning Teacher and Student Survey Results 67
Student Survey Results, NGLC District and Charter Schools, Spring 2015
Informing ProgressPersonalized Learning Teacher and Student Survey Results68
1 What is the highest level of education you plan to complete? [N = 2,331 district students; N = 3,672 charter students]
Percentage of District Students Percentage of Charter Students
Will not finish high school 1 0
High school 9 6
Career/technical school 6 2
Two-year community college or junior college 8 5
Four-year college or university degree (Bachelor’s) 32 32
Graduate or professional school 31 38
Undecided 14 17
2 Have you ever done any of the following activities to prepare for life after high school? [N = 2,218–2,258 district students; N = 3,523–3,570 charter students]
Percentage of District Students Percentage of Charter Students
Attended a career day or job fair 54 47
Toured, visited, or attended a program at a college campus 56 63
Sat in on or taken a college class 26 29
Participated in an internship or apprenticeship related to your career goals
32 27
Worked or volunteered in a job related to your career goals 40 38
Searched the Internet for college options or read college guides 65 63
Talked with a counselor or teacher to plan out courses and other educational experiences so you’ll be able to meet your goals for life after high school
53 46
Taken a survey or inventory to measure career interests 71 55
Informing ProgressPersonalized Learning Teacher and Student Survey Results 69
3 How many times, if any, have you taken the following tests? [N = 2,206–2,232 district students; N = 3,555–3,575 charter students]
Percentage of District Students Percentage of Charter Students
Never Once TwiceThree or
More TimesI Don’t Know What This Is Never Once Twice
Three or More Times
I Don’t Know What This Is
PSAT or PLAN 45 18 7 4 27 48 11 4 4 33
SAT or ACT 51 18 7 9 15 55 11 5 8 21
Any Advanced Placement (AP) test
55 11 4 5 24 55 11 4 4 26
Any International Baccalaureate (IB) test
62 3 1 1 32 59 3 1 1 35
4 Has anyone AT YOUR SCHOOL discussed the following with you? [N = 2,176–2,189 district students; N = 3,505–3,555 charter students]
Percentage of District Students Percentage of Charter Students
Did Not Discuss
Discussed Briefly
Discussed in Depth
Did Not Discuss
Discussed Briefly
Discussed in Depth
Admissions requirements at various four-year colleges 39 46 15 38 41 21
Admissions requirements at two-year (community) colleges, technical schools, or certificate programs
42 45 13 47 37 16
How to decide which college to attend 30 45 24 33 41 26
Your likelihood of being accepted at different types of colleges 38 44 18 39 39 22
What ACT/SAT scores you need to get into the colleges you want to attend
39 41 21 45 32 24
Opportunities to attend out-of-state colleges 46 39 15 46 35 18
How to pay for college 36 44 20 41 36 23
Possible jobs or careers you might pursue 24 47 29 30 43 27
Informing ProgressPersonalized Learning Teacher and Student Survey Results70
5 How much do you agree with the following statements? [N = 2,129–2,143 district students; N = 3,491–3,524 charter students]
Percentage of District Students Percentage of Charter Students
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
My performance in school matters for success in college.
4 4 36 56 3 2 33 61
My classes give me useful preparation for what I plan to do in life.
6 18 50 26 6 14 50 31
School teaches me valuable skills. 5 12 53 30 4 8 53 35
Working hard in school matters for success in the work force.
3 8 41 47 3 5 39 53
What we learn in class is necessary for success in the future.
6 15 45 34 5 11 45 39
6 How much do you agree with the following statements? [N = 2,076–2,087 district students; N = 3,461–3,487 charter students]
Percentage of District Students Percentage of Charter Students
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
I pay attention and resist distractions when I’m doing schoolwork.
6 22 58 15 4 21 61 15
I sometimes stop working on an assignment if it seems difficult.
9 30 48 13 10 33 46 11
When I am not in school, I set aside time to do schoolwork.
9 27 51 14 7 25 53 16
I try to do well on my schoolwork even when it isn’t interesting to me.
3 9 57 30 2 8 58 33
When I am not in school, I sometimes don’t get my schoolwork done because I choose to spend time on other fun activities.
10 23 47 19 13 30 42 15
7 How much do you agree with the following statement? [N = 2,086 district students; N = 3,481 charter students]
Percentage of District Students Percentage of Charter Students
Strongly Disagree Disagree Agree Strongly
AgreeStrongly Disagree Disagree Agree Strongly
Agree
You have a certain amount of intelligence, and you really can’t do much to change it.
33 31 27 9 38 33 21 7
Informing ProgressPersonalized Learning Teacher and Student Survey Results 71
8 To what extent do the following items describe what you think? [N = 1,967–1,986 district students; N = 3,293–3,353 charter students]
Percentage of District Students Percentage of Charter Students
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
It’s important to me that I learn a lot of new concepts this year.
4 4 31 30 31 2 3 25 33 37
It’s important to me that other students in my school think I am good at my schoolwork.
13 16 35 21 15 14 17 34 21 15
I try to avoid having other students in school think I’m not smart.
13 16 32 21 18 15 16 31 19 17
I’m certain I can master the skills taught in school this year.
3 6 32 33 26 2 5 27 35 31
One of my goals in school is to learn as much as I can.
3 5 28 29 36 2 4 22 30 43
One of my goals is to show others that schoolwork is easy for me.
14 22 32 17 14 19 25 31 14 11
I’m certain I can figure out how to do the most difficult schoolwork.
4 9 39 29 19 3 8 35 31 22
One of my goals is to master a lot of new skills this year.
3 7 30 29 31 2 5 26 30 38
I don’t want my teachers to think that I know less than others in school.
11 13 30 24 22 12 17 29 21 21
I can do almost all the work in school if I don’t give up.
2 5 26 31 36 2 5 22 30 41
It’s important to me that I thoroughly understand my schoolwork.
2 5 27 31 35 1 3 23 33 40
It’s important to me that I look smart compared to others in my school.
19 19 30 18 14 22 22 30 14 12
One of my goals in school is to avoid looking like I have trouble doing the work.
15 18 34 18 15 18 23 30 16 13
Even if the work is hard, I can learn it. 3 4 27 30 35 2 4 23 30 41
9 To what extent do the following statements describe you? [N = 1,959–1,970 district students; N = 3,347–3,367 charter students]
Percentage of District Students Percentage of Charter Students
Not Like Me At All
Not Much Like Me
Somewhat Like Me
Mostly Like Me
Very Much Like Me
Not Like Me At All
Not Much Like Me
Somewhat Like Me
Mostly Like Me
Very Much Like Me
I finish whatever I begin.
3 5 33 36 22 2 6 33 36 23
I am a hard worker. 2 4 23 32 39 1 5 23 34 37
I continue steadily toward my goals.
2 4 23 34 37 1 4 25 34 36
I don’t give up easily. 4 6 25 29 37 2 7 25 30 36
Informing ProgressPersonalized Learning Teacher and Student Survey Results72
10 During a typical school week, how many hours do you spend on schoolwork outside of your regular school hours?
District Students Charter Students
Number of Respondents Minimum Maximum Mean Median Number of
Respondents Minimum Maximum Mean Median
Hours of schoolwork 1,991 0 99 3 2 3,408 0 99 5 2
Percentage of District Students Percentage of Charter Students
Zero 10 7
1 hour or less 24 20
More than 1 hour and up to 3 hours 32 34
More than 3 hours and up to 7 hours 20 21
More than 7 hours and up to 12 hours 8 10
More than 12 hours and up to 21 hours 4 5
More than 21 hours and up to 35 hours 2 3
More than 35 hours 1 1
10a How much do you agree with the following statements about the schoolwork you do outside of your regular school hours? [N = 1,741–1,747 district students; N = 3,094–3,117 charter students]
Note: Asked only of students who entered numbers greater than zero in Question 10
Percentage of District Students Percentage of Charter Students
Strongly Disagree Disagree Agree Strongly
AgreeStrongly Disagree Disagree Agree Strongly
Agree
The schoolwork I do outside of school is connected with what I am learning in school.
4 11 61 25 3 11 58 28
The schoolwork I do outside of school helps me learn.
4 20 57 20 3 14 58 25
I am able to access the materials I need to learn effectively outside of school.
4 13 57 26 3 12 56 29
Informing ProgressPersonalized Learning Teacher and Student Survey Results 73
11 When you are working on schoolwork on the computer outside of school, how long do you typically work before taking a break (for example, before using Facebook or watching a video that is not related to your schoolwork, or leaving the computer to do something else)?
District Students
Number of RespondentsLess than 5 minutes 5–10 minutes 10–30 minutes 30–60 minutes
More than 60 minutes
I don’t take any breaks
1,937 8% 14% 32% 26% 9% 10%
Charter Students
Number of Respondents Less than 5 minutes 5–10 minutes 10–30 minutes 30–60 minutes
More than 60 minutes
I don’t take any breaks
3,329 6% 12% 30% 28% 12% 11%
12 Please rate the following items based on your behavior in this school. [N = 1,855–1,868 district students; N = 3,195–3,249 charter students]
Percentage of District Students Percentage of Charter Students
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
It is hard for me to identify the main ideas when I am reading.
18 28 33 13 8 19 34 31 10 7
I use what I have learned from previous assignments and what I have learned in school to do new assignments.
3 4 35 34 23 2 5 31 35 27
When I am studying a topic, I try to make everything fit together.
3 6 35 35 21 2 6 35 35 23
When I am learning something new, I try to connect the things that I am learning with what I already know.
3 5 33 33 26 2 6 32 34 27
When work is hard I either give up or study only the easy parts.
14 22 37 17 9 17 29 33 13 8
Before I begin working on an assignment I think about the things I will need to do to complete the assignment.
3 9 39 29 20 3 9 37 30 20
I often find that I have been studying for class but don’t know what it is all about.
11 20 40 18 11 14 27 36 14 8
I often find that when the teacher is talking I think of other things and don’t really listen to what is being said.
12 21 37 18 11 14 25 38 14 9
When I’m reading I stop once in a while to go over what I have read.
9 14 40 23 14 10 15 39 23 14
Informing ProgressPersonalized Learning Teacher and Student Survey Results74
13 The following questions ask about your classroom experiences. When you answer them, please think about your experiences with all of your teachers in mathematics, English/reading, science, and social studies this year, and mark the response that indicates your typical experience. [N = 1,781–1,804 district students; N = 3,049–3,115 charter students]
Percentage of District Students Percentage of Charter Students
Not At All True
Not Very True
Somewhat True
Mostly True
Very True
Not at all true
Not Very True
Somewhat True
Mostly True
Very True
My teachers ask questions to be sure students are following along with what we are being taught.
5 6 33 29 27 3 4 28 32 33
My classes do not keep my attention— I get bored.
8 18 40 20 15 8 24 41 15 12
My teachers want us to share our thoughts. 5 8 40 28 20 2 6 32 32 27
I like the way we learn in my classes. 10 12 40 24 15 6 10 39 27 18
The feedback that I get on my schoolwork helps me understand how to improve.
6 9 37 28 20 3 6 33 32 26
My teachers accept nothing less than our full effort.
5 9 35 27 24 3 5 30 32 30
Students get to decide how activities are done in my classes.
18 21 37 15 9 17 24 38 14 8
My teachers don’t let students give up when the work gets hard.
6 10 38 25 21 3 7 34 29 28
In my classes, learning is enjoyable. 11 14 42 20 13 8 12 43 24 14
My teachers want students to explain our answers—why we think what we think.
4 7 37 29 23 2 4 28 32 34
My teachers check to make sure students understand what we are learning.
4 8 35 29 24 2 4 30 33 30
Students get helpful comments to let us know what we did wrong on assignments.
6 9 38 27 20 3 6 35 30 25
My teachers respect my ideas and suggestions. 6 8 39 28 20 3 6 33 30 28
Students share their ideas with each other about what they are working on during class.
6 9 40 28 17 4 7 38 30 21
In my classes, we learn a lot almost every day. 5 9 39 28 19 3 7 35 31 24
The material I am learning in my classes interesting.
8 14 41 24 13 6 11 42 27 15
I am given opportunities to demonstrate my strengths and weaknesses so that teachers can adjust instruction to address them.
7 11 39 25 18 4 7 36 31 22
My teachers take into account my interests and experiences when deciding what I will work on.
10 14 39 23 14 7 12 40 25 17
My classmates and I have opportunities to work together and give each other feedback.
4 8 39 29 20 3 5 35 30 26
Most of the activities I work on in school are challenging enough to be interesting, but not too challenging to complete.
6 10 42 26 16 4 9 39 30 18
My teachers and I work together to set personal goals for my own learning.
10 13 37 21 19 7 10 36 25 21
Informing ProgressPersonalized Learning Teacher and Student Survey Results 75
14 The following questions ask about your classroom experiences. When you answer them, please think about your experiences with all of your classes in mathematics, English/reading, science, and social studies this year, and mark the response that indicates your typical experience. [N = 1,714–1,740 district students; N = 2,942–3,005 charter students]
Percentage of District Students Percentage of Charter Students
Never Rarely SometimesMost of the Time Always Never Rarely Sometimes
Most of the Time Always
I have opportunities to choose what instructional materials (such as books or computer software) I use in class.
11 16 40 20 13 11 18 38 22 12
I have opportunities to choose what topics I focus on in class.
13 21 40 16 11 13 22 39 18 9
I am required to show that I understand a topic before I move on to a new topic.
6 10 40 26 18 4 7 34 31 24
I work on different topics or skills than what my classmates are working on at the same time.
10 15 41 20 15 9 15 41 22 12
I am given the chance to work through instructional material at a faster or slower pace than other students in this class.
8 11 41 24 17 6 10 39 25 20
During a single lesson, I have opportunities to learn in different ways, such as listening to the teacher present to the whole class, working in small groups, or working by myself.
6 10 41 24 19 5 9 38 28 20
I work on projects that combine more than one subject (for example, science and literature).
9 13 42 22 14 8 15 38 23 16
We connect what we are learning to life outside the classroom.
8 14 42 21 16 6 13 40 25 16
I work on projects that extend over several weeks or months.
9 16 40% 22 13 10 15 39 21 15
When I am working on an assignment or activity, I know what the goals of the assignment or activity are.
4 8 39 29 20 2 6 35 33 23
I keep track of my learning progress using technology (for example, by using an online gradebook or portfolio).
5 7 36 25 26 5 8 34 26 27
I keep track of my learning progress using paper (for example, a binder or a poster) rather than on a computer.
13 14 38 20 16 13 16 37 21 14
I discuss my learning progress with my teachers.
9 14 40 21 15 7 14 40 23 17
I discuss my learning progress with my parents.
8 13 39 23 17 7 12 37 24 20
If I have trouble understanding material when I’m working on my own, I am able to get help quickly.
7 11 43 24 16 4 1 39 28 18
I have opportunities to review or practice new material until I really understand it.
6 9 41 26 19 3 7 38 29 22
Informing ProgressPersonalized Learning Teacher and Student Survey Results76
15 When the focus of your learning is reading and writing (for example, in an English class), how often do you do the following? [N=1,718-1,728 district students; N=2,942-2,987 charter students]
Percentage of District Students Percentage of Charter Students
NeverSome of the Time
Most of the Time
Almost All of the Time Never
Some of the Time
Most of the Time
Almost all of the Time
I discuss my point of view about something I’ve read.
11 42 30 17 7 38 35 19
I discuss connections between what we are reading in class and real-life people or situations.
10 39 35 16 7 36 37 20
I discuss how culture, time, or place affects an author’s writing.
12 40 31 17 10 34 36 20
I explain how writers use tools like symbolism and metaphor to communicate meaning.
11 38 33 18 9 33 36 22
I improve a piece of writing as a class or with partners.
11 37 34 19 9 34 36 21
I debate the meaning of what we are reading in class.
13 40 29 17 12 35 33 20
16 When the focus of your learning is math, how often do you do the following? [N=1,700-1,715 district students; N=2,943-2,977 charter students]
Percentage of District Students Percentage of Charter Students
NeverSome of the Time
Most of the Time
Almost All of the Time Never
Some of the Time
Most of the Time
Almost All of the Time
I write a few sentences to explain how I solved a math problem.
23 40 23 14 18 41 27 14
I write a math problem for other students to solve.
37 33 20 11 34 36 20 10
I discuss possible solutions to problems with other students.
16 39 30 16 12 37 34 17
I use math to solve real-world problems. 16 39 27 18 13 37 32 18
I solve a problem with multiple steps that take more than 20 minutes.
23 40 23 15 21 43 23 13
Informing ProgressPersonalized Learning Teacher and Student Survey Results 77
17 How much do you agree with the following statements about your school? [N = 1,673–1,691 district students; N = 2,851–2,916 charter students]
Percentage of District Percentage of Charter
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
Teachers make sure that all students are planning for life after graduation.
10 18 51 21 6 14 55 25
Teachers work hard to make sure that all students are learning.
6 15 53 26 3 9 54 34
School is seen as preparation for the future. 5 12 54 29 4 9 53 34
All students are encouraged to go to college. 6 14 52 28 4 10 49 38
Teachers pay attention to all students, not just the top students.
7 18 50 24 5 12 50 33
Teachers work hard to make sure that students stay in school.
6 17 51 25 4 12 53 31
Overall, I feel good about being in this school. 10 16 50 24 8 14 50 28
I care about this school. 8 16 52 23 8 15 49 28
I feel safe in this school. 8 16 53 23 7 13 52 28
My opinions are respected in this school. 9 18 52 21 8 14 52 26
There is at least one adult in this school who knows me well.
8 14 48 31 8 15 44 33
I can be creative in classroom assignments and projects.
5 13 54 28 4 12 52 31
I am comfortable being myself at this school. 8 15 50 27 7 13 50 30
I am an important part of my school community. 10 20 48 21 8 19 51 22
If I could choose a school right now, I would choose this school.
12 18 48 22 13 18 44 25
Informing ProgressPersonalized Learning Teacher and Student Survey Results78
18 How much do you agree with the following statements? [N = 1,682–1,694 district students; N = 2,905–2,926 charter students]
Percentage of District Students Percentage of Charter Students
Strongly Disagree Disagree Agree
Strongly Agree
Strongly Disagree Disagree Agree
Strongly Agree
I have access to technology (such as a computer, tablet, or smartphone) and the Internet outside of school whenever I need them.
7 9 41 44 4 7 39 49
If I need help using technology when I’m at home, I have someone who can help me.
9 17 46 28 7 15 46 33
If I need help using technology when I’m at school, I have someone who can help me.
5 11 49 35 4 8 48 40
At my school, we learn how to tell whether or not information on the Internet is trustworthy.
6 13 49 31 5 14 49 32
19 I feel supported by the following people at this school: [N = 1,693–1,703 district students; N = 2,974–2,992 charter students]
Percentage of District Students Percentage of Charter Students
Rarely or Never Sometimes
Most of the Time Always
Rarely or Never Sometimes
Most of the Time Always
Teachers 10 29 30 30 8 26 32 34
Other adults (principals, counselors, etc.) 13 27 29 31 13 26 30 31
Other students 15 35 29 20 12 31 33 25
Informing ProgressPersonalized Learning Teacher and Student Survey Results 79
Teacher Survey Scales, NGLC and National Samples, Spring 2015
Informing ProgressPersonalized Learning Teacher and Student Survey Results80
Scale Name Question/Item (Alpha)
NGLC National Sample
Scale Mean Scale Mean
Professional development (Quality and usefulness of professional development) (0.88) 2.91 2.77
Please indicate your level of agreement with each of the following statements about all of your professional development experiences during the current school year (2014–15, including summer 2014). My professional development experiences this year . . . 1 (strongly disagree); 4 (strongly agree)
. . . have been well aligned with the Common Core State Standards or other standards that my state or district has adopted.
. . . have been designed to address needs revealed by analysis of student data.
. . . have been useful for improving my instruction.
. . . have helped me understand how to personalize goals for students.
. . . have helped me implement the technology used in my classroom.
. . . have familiarized me with a variety of approaches to instructional delivery.
. . . have addressed ways to collaborate with students and families to develop instructional goals and approaches.
*School professional environment (Staff collegiality and perceptions of administrator support) (0.80) 3.32 2.99
Rate your level of agreement with each of the following statements about your school. 1 (strongly disagree); 4 (strongly agree)
The teachers at my school collaborate well with one another.
The teachers at my school are highly focused on the mission of improving student learning.
Administrators at my school are highly supportive of teachers.
Administrators at my school are highly focused on student learning.
Administrators at my school trust teachers to make decisions about their own instruction.
Student respect and motivation (Extent to which students are respectful and motivated) (0.88) 2.80 2.68
Rate your level of agreement with each of the following statements about your school. 1 (strongly disagree); 4 (strongly agree)
Students in this school respect one another.
Students in this school respect the school staff.
Students in this school are motivated to achieve.
Parents and other family members are involved in students’ education.
School data systems (Perceptions of the quality and usefulness of data and data systems) (0.91) 3.13 2.86
Please indicate your level of agreement with each of the following statements. 1 (N/A); 5 (strongly agree)
I have access to high-quality assessment data that help me adapt the pace or content of instruction to meet students’ needs.
The data system provides real-time data that is actionable.
Our school’s data system includes achievement measures that provide information about students of varying achievement levels, including students who are above or below grade level.
Our school’s data system provides information at a level of detail that helps me inform my instruction (e.g., breakdowns for specific skills or topics).
Our school’s data system is easy to use.
I can use the school’s data system to easily produce the views or reports I need.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 81
Scale Name Question/Item (Alpha)
NGLC National Sample
Scale Mean Scale Mean
Learner profiles (Characteristics of student learner profiles) (0.91) 2.76 2.74
Do your school’s learner profiles or learning plans have these attributes? 1 (not at all); 4 (a great extent)
Exists for every student.
Are frequently updated to incorporate new information.
Summarize the student’s strengths, weaknesses, and progress, drawing on multiple sources of information, including standardized tests and other information.
Summarize the student’s goals, interests, and aspirations.
Set forth a personalized plan for students to accomplish instructional goals.
Are routinely accessed/updated by teachers.
Are routinely accessed/updated by students.
Are routinely accessed/updated by parents or guardians.
Project-based learning (Extent of project-based learning practices) (0.86) 2.32 2.45
Please indicate the extent to which each of the following statements describes your curriculum and instruction. 1 (not at all); 4 (a great extent)
I assign projects that extend over several weeks or months.
I assign projects that are interdisciplinary (e.g., combining science and literature).
Students have opportunities to provide input into the design and focus of project work.
Student awareness of goals and progress (Extent of practices to support goal awareness and progress monitoring) (0.71) 3.18 3.04
Please indicate the extent to which each of the following statements describes your curriculum and instruction. 1 (not at all); 4 (a great extent)
I clearly present the goal or objective for each assignment.
I have devised strategies that allow students to keep track of their own learning progress.
When students are working on an assignment or activity, they know what the goals of the assignment or activity are.
*Competency-based learning (Extent of practices to support competency-based learning) (0.81) 3.07 2.73
Please indicate the extent to which each of the following statements describes your curriculum and instruction. 1 (not at all); 4 (a great extent)
I require students to show that they understand a topic before they can move on to a new topic.
Different students work on different topics or skills at the same time.
I give students the chance to work through instructional material at a faster or slower pace than other students in this class.
Students have opportunities to review or practice new material until they fully understand it.
*Technology for personalization (Use of technology to support personalization) (0.76) 2.99 2.56
Please indicate the extent to which each of the following statements describes your curriculum and instruction. 1 (not at all); 4 (a great extent)
Students keep track of their own learning progress using technology (for example, by using an online gradebook or portfolio).
I am usually accessible to students via electronic communication when I am not available face-to-face.
Students are able to access instructional materials both in and outside of the classroom.
Informing ProgressPersonalized Learning Teacher and Student Survey Results82
Scale Name Question/Item (Alpha)
NGLC National Sample
Scale Mean Scale Mean
Student choice and engagement (Emphasis on student choice and engagement) (0.77) 2.63 2.61
Please indicate the extent to which each of the following statements describes your curriculum and instruction. 1 (not at all); 4 (a great extent)
Students have opportunities to choose what instructional materials (such as books or computer software) they use in class.
Students have opportunities to choose what topics they focus on in class.
I provide a variety of materials or instructional approaches to accommodate individual needs and interests.
I connect what students are learning with experiences they have throughout the rest of the school day or outside of school.
I frequently adapt course content to meet students’ needs by providing additional assignments, resources, and activities for remediation or enrichment.
Technology curriculum (Access to high-quality technology-based curriculum materials) (0.95) 2.92 2.72
I have adequate access to technology-based curriculum materials that . . . 1 (strongly disagree); 4 (strongly agree)
. . . are of high quality.
. . . address the learning needs of all of my students.
. . . are easy for me to use in the classroom.
. . . are easy for my students to use.
. . . do not require frequent technical support.
. . . contribute to my efforts to promote college and career readiness.
. . . support anytime/anywhere learning by being accessible at other times and in other places.
Non-technology curriculum (Access to high-quality non-technology–based curriculum materials) (0.94) 2.73 2.88
I have adequate access to non-technology–based curriculum materials that . . . 1 (strongly disagree); 4 (strongly agree)
. . . are of high quality.
. . . address the learning needs of all of my students.
. . . contribute to my efforts to promote college and career readiness.
. . . support anytime/anywhere learning by being accessible at other times and in other places.
Note: * indicates significance at the p < 0.05 level after correction for multiple hypothesis tests
Informing ProgressPersonalized Learning Teacher and Student Survey Results 83
Student Survey Scales, NGLC and National Samples, Spring 2015
Informing ProgressPersonalized Learning Teacher and Student Survey Results84
Scale Name Question and Items Included in Scale (Alpha)
NGLC National Sample
Scale Mean Scale Mean
School useful (Perceptions of relevance of school to future) (0.87) 3.23 3.28
How much do you agree with the following statements? 1 (strongly disagree); 4 (strongly agree)
My performance in school matters for success in college.
My classes give me useful preparation for what I plan to do in life.
School teaches me valuable skills.
Working hard in school matters for success in the workforce.
What we learn in class is necessary for success in in the future.
*Academic self-control (Ability to prioritize schoolwork) (0.66) 2.92 3.11
How much do you agree with the following statements? 1 (strongly disagree); 4 (strongly agree)
I pay attention and resist distractions when I’m doing schoolwork.
When I am not in school, I set aside time to do schoolwork.
I try to do well on my schoolwork even when it isn’t interesting to me.
Mastery orientation (Emphasis on mastering academic content) (0.87) 3.96 3.96
Please rate the following items that best describe what you think. 1 (not at all true); 5 (very true)
It’s important to me that I learn a lot of new concepts this year.
One of my goals in school is to learn as much as I can.
One of my goals is to master a lot of new skills this year.
It’s important to me that I thoroughly understand my schoolwork.
*Efficacy (Belief in ability to master schoolwork) (0.84) 3.84 3.97
Please rate the following items that best describe what you think. 1 (not at all true); 5 (very true)
I’m certain I can master the skills taught in school this year.
I’m certain I can figure out how to do the most difficult schoolwork.
I can do almost all the work in school if I don’t give up.
Even if the work is hard, I can learn it.
*Performance orientation (Emphasis on making a good impression) (0.87) 2.99 3.18
Please rate the following items that best describe what you think. 1 (not at all true); 5 (very true)
It’s important to me that other students in my school think I am good at my schoolwork.
One of my goals is to show others that schoolwork is easy for me.
I try to avoid having other students in school think I’m not smart.
I don’t want my teachers to think that I know less than others in school.
It’s important to me that I look smart compared to others in my school.
One of my goals in school is to avoid looking like I have trouble doing the work.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 85
Scale Name Question and Items Included in Scale (Alpha)
NGLC National Sample
Scale Mean Scale Mean
*Grit (Willingness to sustain effort toward long-term goals) (0.86) 3.90 4.05
To what extent do the following statements describe you? 1 (not like me at all); 5 (very much like me)
I finish whatever I begin.
I am a hard worker.
I continue steadily toward my goals.
I don’t give up easily.
Study habits (Use of effective study habits) (0.85) 3.68 3.74
Please rate the following items based on your typical behavior in this school. 1 (not at all true); 5 (very true)
Before I begin working on an assignment, I think about the things I will need to do to complete that assignment.
I use what I have learned from previous assignments and what I have learned in school to do new assignments.
When I am studying a topic, I try to make everything fit together.
When I’m learning something new, I try to connect the things I’m learning about with what I already know.
*Study challenges (Challenges encountered while doing schoolwork) (0.77) 2.74 2.56
Please rate the following items based on your typical behavior in this school. 1 (not at all true); 5 (very true)
It is hard for me to identify the main ideas when I am reading.
I often find that I have been studying for class but don’t know what it is all about.
I often find that when the teacher is talking I think of other things and don’t really listen to what is being said.
When work is hard I either give up or study only the easy parts.
*Homework quality (Quality of out-of-school work) (0.75) 3.05 3.27
How much do you agree with the following statements about the schoolwork you do outside of your regular school hours? 1 (strongly disagree); 4 (strongly agree)
The schoolwork I do outside of school is connected with what I am learning in school.
The schoolwork I do outside of school helps me learn.
I am able to access the materials I need to learn effectively outside of school.
Informing ProgressPersonalized Learning Teacher and Student Survey Results86
Scale Name Question and Items Included in Scale (Alpha)
NGLC National Sample
Scale Mean Scale Mean
The following questions ask about your classroom experiences. When you answer them, please think about your experiences with all of your teachers in mathematics, English/reading, science, and social studies this year, and mark the response that indicates your typical experience.
. . . mark the response that indicates your typical experience. 1 (not at all true); 5 (very true)
Instructional support (Perceptions of how well teachers support student learning) (0.94) 3.66 3.56
My teachers ask questions to be sure students are following along with what we are being taught.
My teachers want us to share our thoughts.
The feedback that I get on my schoolwork helps me understand how to improve.
My teachers accept nothing less than our full effort.
My teachers don’t let students give up when the work gets hard.
My teachers want students to explain our answers—why we think what we think.
My teachers check to make sure students understand what we are learning.
Students get helpful comments to let us know what we did wrong on assignments.
My teachers respect my ideas and suggestions.
Students share their ideas with each other about what they are working on during class.
In my classes, we learn a lot almost every day.
My classmates and I have opportunities to work together and give each other feedback.
*Enjoyment of learning (Extent to which students are engaged in, and enjoy, schoolwork) (0.85) 3.27 3.45
The material I am learning in my classes is interesting.
I like the way we learn in my classes.
In my classes, learning is enjoyable.
Mastery learning (Perceptions of whether instruction is mastery-based) (0.84) 3.54 3.43
I am required to show that I understand a topic before I move on to a new topic.
When I am working on an assignment or activity, I know what the goals of that assignment or activity are.
I keep track of my learning progress using technology (for example, using an online gradebook or portfolio).
If I have trouble understanding the material when I’m using technology, I am able to get help quickly.
I have opportunities to review or practice new material until I really understand it.
*Student choice (Perceptions of extent to which students are able to make choices about their learning) (0.80) 3.12 2.85
I have opportunities to choose what instructional materials (such as books or computer software) I use in class.
I have opportunities to choose what topics I focus on in class.
I work on different topics or skills than what my classmates are working on at the same time.
I am given the chance to work through instructional material at a faster or slower pace than other students in the class.
Informing ProgressPersonalized Learning Teacher and Student Survey Results 87
Scale Name Question and Items Included in Scale (Alpha)
NGLC National Sample
Scale Mean Scale Mean
*English-language arts instruction (Perception of quality of English-language arts instruction) (0.90) 2.62 2.39
When the focus of your learning is reading and writing (e.g., in an English class), how often do you do the following? 1 (never); 4 (almost all the time)
I discuss my point of view about something I’ve read.
I discuss connections between what we are reading in class and real-life people or situations.
I discuss how culture, time, or place affects an author’s writing.
I explain how writers use tools like symbolism and metaphor to communicate meaning.
I improve a piece of writing as a class or with partners.
I debate the meaning of what we are reading in class.
*Mathematics instruction (Perception of quality of mathematics instruction) (0.83) 2.34 2.18
When the focus of your learning is math, how often do you do the following? 1 (never); 4 (almost all the time)
I write a few sentences to explain how I solved a math problem.
I write a math problem for other students to solve.
I discuss possible solutions to problems with other students.
I use math to solve real-world problems.
I solve a problem with multiple steps that take more than 20 minutes.
Schoolwide future orientation (Extent to which teachers help students plan for the future) (0.89) 3.06 3.06
How much do you agree with the following statements about your school? 1 (strongly disagree); 4 (strongly agree)
Teachers make sure that all students are planning for life after graduation.
Teachers work hard to make sure that all students are learning.
School is seen as preparation for the future.
All students are encouraged to go to college.
Teachers pay attention to all students, not just the top students.
Teachers work hard to make sure that students stay in school
*Student engagement (Extent to which students enjoy and feel comfortable in school) (0.92) 2.94 3.12
How much do you agree with the following statements about your school? 1 (strongly disagree); 4 (strongly agree)
Overall, I feel good about being in this school.
I care about this school.
I feel safe in this school.
My opinions are respected in this school.
There is at least one adult in this school who knows me well.
I can be creative in classroom assignments and projects.
I am comfortable being myself at this school.
I am an important part of my school community.
If I could choose a school right now, I would choose this school.
Informing ProgressPersonalized Learning Teacher and Student Survey Results88
Scale Name Question and Items Included in Scale (Alpha)
NGLC National Sample
Scale Mean Scale Mean
*Tech use (Access to, and support for, technology) (0.76) 3.14 3.29
How much do you agree with the following statements? 1 (strongly disagree); 4 (strongly agree)
I have access to technology outside of school whenever I need them.
If I need help using technology when I’m at home, I have someone who can help me.
If I need help using technology when I’m at school I have someone who can help me.
At my school, we learn how to tell whether or not information on the Internet is trustworthy.
Note: * indicates significance at the p < .05 level after correction for multiple hypothesis tests
Response coding differed from that used to create survey scales in John F. Pane, Elizabeth D. Steiner, Matthew D. Baird, and Laura S. Hamilton, Continued Progress: Promising Evidence on Personalized Learning, Santa Monica, Calif.: RAND Corporation, RR-1365-BMGF, 2015, (available at: http://www.rand.org/pubs/research_reports/RR1365.html); results are not directly comparable.