mcm 3.5; and Not Proficient: students with average item response < 3.5. San Diego Unified 2017-18 Page 7 Main Report – Module A: Core Table A3.9 English Language Proficiency – Students Speaking a Language Other Than English at Home Grade 7 Grade 9 Grade 11 NT % % % % How well do you... understand English? Very well 79 79 77 79 Well 18 19 22 20 Not well 2 1 2 1 Not at all 1 1 0 1 Very well 68 69 68 72 Well 28 28 28 26 Not well 3 3 3 1 Not at all 1 1 0 1 Very well 65 67 65 68 Well 28 28 30 27 Not well 6 3 5 5 Not at all 1 1 0 0 Very well 60 62 60 60 Well 33 32 33 33 Not well 6 5 6 6 Not at all 1 1 0 1 Proficient 63 65 63 65 Not proficient 37 35 37 35 speak English? read English? write English? English Language Proficiency Status Question HS/MS A.12-15: What language is spoken most of the time in your home?... How well do you understand, speak, read, and write English?... Understand English... Speak English... Read English... Write English. Notes: Cells are empty if there are less than 10 respondents. English Language Proficiency was determined by creating a scale score using four survey questions - how well do you understand... speak... read... and write English. Response options are reverse coded so higher values indicate higher English proficiency level (“Not at all” (1); “Not well” (2); “Well” (3); and “Very well” (4)). The scale score was computed by averaging the survey responses. Respondents are categorized as “Proficient” or “Not Proficient” based on the English language proficiency scale. Proficient: students with average item response > 3.5; and Not Proficient: students with average item response < 3.5. San Diego Unified 2017-18 Page 8 Main Report – Module A: Core Table A3.10 Sexual Orientation Grade 7 % 79 Grade 9 % 82 Grade 11 % 83 NT % 77 Gay or Lesbian 1 2 2 4 Bisexual 5 7 7 9 I am not sure yet 2 4 3 5 Something else 6 2 2 2 Decline to respond 5 3 3 3 Grade 7 % 93 Grade 9 % 95 Grade 11 % 95 NT % 91 Yes, I am transgender 1 1 1 2 I am not sure if I am transgender 2 2 1 2 Decline to respond 4 2 2 5 Straight (not gay) Question HS A.74/MS A.73: Which of the following best describes you? Note: Cells are empty if there are less than 10 respondents. Table A3.11 Gender Identity No, I am not transgender Question HS A.75/MS A.74: Some people describe themselves as transgender when their sex at birth does not match the way they think or feel about their gender. Are you transgender? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 9 Main Report – Module A: Core 4. School Performance, Supports, and Engagement Table A4.1 Grades, Past 12 Months Mostly A’s Grade 7 % 26 Grade 9 % 28 Grade 11 % 24 NT % 6 A’s and B’s 31 32 32 21 Mostly B’s 6 6 9 6 B’s and C’s 18 18 20 33 Mostly C’s 4 4 6 11 C’s and D’s 9 7 6 13 Mostly D’s 1 2 1 4 Mostly F’s 3 3 1 7 Question HS/MS A.16: During the past 12 months, how would you describe the grades you mostly received in school? Notes: Cells are empty if there are less than 10 respondents. Table A4.2 Truancy, Past 12 Months Grade 7 % 73 Grade 9 % 72 Grade 11 % 65 NT % 58 13 13 14 14 A few times 9 9 11 11 Once a month 1 1 2 2 Twice a month 1 1 2 2 Once a week 1 1 2 3 More than once a week 2 3 4 10 0 times 1-2 times Question HS/MS A.18: During the past 12 months, about how many times did you skip school or cut classes? Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 10 Main Report – Module A: Core Table A4.3 Absences, Past 30 Days Grade 7 % 46 Grade 9 % 44 Grade 11 % 40 NT % 25 1 day 23 24 24 21 2 days 15 15 18 22 3 or more days 16 17 18 31 I did not miss any days of school in the past 30 days Question HS/MS A.17: In the past 30 days, how often did you miss an entire day of school for any reason? Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 11 Main Report – Module A: Core Table A4.4 School Environment Scales (Developmental Supports) Grade 7 % Total school supports Grade 9 Grade 11 % % NT % Average Reporting “Very much true” 27 22 25 29 High 30 24 30 31 Moderate 52 54 53 54 Low 18 22 18 14 Average Reporting “Very much true” 28 23 29 33 High 33 27 35 37 Moderate 54 57 55 54 Low 13 15 10 8 Average Reporting “Very much true” 42 32 35 41 High 51 39 42 46 Moderate 41 51 50 44 8 10 8 10 11 9 11 13 9 7 9 13 Moderate 41 39 42 41 Low 50 54 49 46 Table Caring adults in school A4.6 High expectations-adults in school Low A4.7 Meaningful participation at school Average Reporting “Very much true” High A4.8 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with item-level results for the survey questions that comprise each scale. San Diego Unified 2017-18 Page 12 Main Report – Module A: Core Table A4.5 School Connectedness, Academic Motivation, and Parent Involvement Scales Grade 7 Grade 9 Grade 11 % % % School Connectedness NT % Table A4.9 Average Reporting “Strongly agree” 19 14 14 18 High 46 40 41 47 Moderate 43 49 48 43 Low 11 12 12 10 Average Reporting “Strongly agree” 36 31 30 28 High 37 31 30 28 Moderate 43 47 48 48 Low 20 22 22 24 Average Reporting “Strongly agree” 18 10 9 17 High 38 26 24 38 Moderate 43 49 48 45 Low 18 26 27 17 Academic Motivation A4.10 Parent Involvement in School A4.11 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with item-level results for the survey questions that comprise each scale. San Diego Unified 2017-18 Page 13 Main Report – Module A: Core Table A4.6 Caring Relationships Scale Questions Grade 7 % Grade 9 % Grade 11 % NT % 28 23 29 33 Not at all true 11 12 7 8 A little true 31 34 28 24 Pretty much true 33 33 36 38 Very much true 25 20 29 30 Not at all true 13 15 12 8 A little true 28 32 28 21 Pretty much true 30 31 34 34 Very much true 28 23 26 37 Not at all true 10 9 7 8 A little true 25 27 23 22 Pretty much true 32 37 37 36 Very much true 33 27 33 33 Caring adults in school Average Reporting “Very much true” At my school, there is a teacher or some other adult... who really cares about me. who notices when I’m not there. who listens to me when I have something to say. Question HS/MS A.32, 34, 36: At my school, there is a teacher or some other adult... who really cares about me... who notices when I am not there... who listens to me when I have something to say. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 14 Main Report – Module A: Core Table A4.7 High Expectations Scale Questions Grade 7 % Grade 9 % Grade 11 % NT % 42 32 35 41 9 9 8 9 A little true 23 27 24 20 Pretty much true 36 38 38 35 Very much true 33 26 30 36 5 5 5 7 A little true 14 19 18 16 Pretty much true 30 38 38 33 Very much true 51 38 40 44 9 9 7 8 A little true 20 23 21 22 Pretty much true 29 35 35 28 Very much true 42 33 37 42 High expectations-adults in school Average Reporting “Very much true” At my school, there is a teacher or some other adult... who tells me when I do a good job. Not at all true who always wants me to do my best. Not at all true who believes that I will be a success. Not at all true Question HS/MS A.33, 35, 37: At my school, there is a teacher or some other adult... who tells me when I do a good job... who always wants me to do my best... who believes that I will be a success. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 15 Main Report – Module A: Core Table A4.8 Meaningful Participation Scale Questions Grade 7 % Grade 9 % Grade 11 % NT % 11 9 11 13 Not at all true 16 19 18 23 A little true 33 33 33 34 Pretty much true 31 28 29 29 Very much true 21 20 20 14 Not at all true 47 50 45 39 A little true 30 30 30 30 Pretty much true 15 14 17 18 Very much true 8 7 8 13 Not at all true 27 33 30 29 A little true 38 39 38 35 Pretty much true 23 20 22 22 Very much true 12 8 10 13 Not at all true 40 44 40 36 A little true 33 33 35 31 Pretty much true 18 16 17 21 Very much true 9 7 9 12 Not at all true 65 66 60 53 A little true 21 22 24 22 Pretty much true 8 8 10 14 Very much true 5 4 6 11 Meaningful participation at school Average Reporting “Very much true” At school... I do interesting activities. I help decide things like class activities or rules. I do things that make a difference. I have a say in how things work. I help decide school activities or rules. Question HS/MS A.38-42: At school... I do interesting activities... I help decide things like class activities or rules... I do things that make a difference... I have a say in how things work... I help decide school activities or rules. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 16 Main Report – Module A: Core Table A4.9 School Connectedness Scale Questions School Connectedness Average Reporting “Strongly agree” I feel close to people at this school. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree I am happy to be at this school. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree I feel like I am part of this school. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree The teachers at this school treat students fairly. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree I feel safe in my school. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree Grade 7 % Grade 9 % Grade 11 % NT % 19 14 14 18 4 6 23 44 22 5 9 25 41 20 7 10 24 41 17 10 12 31 34 12 8 9 25 38 20 7 9 29 39 15 8 9 31 39 14 9 9 29 37 17 7 11 27 38 17 7 11 32 37 13 7 10 33 37 12 9 8 33 35 15 8 13 26 36 17 7 12 30 40 11 6 11 28 43 12 5 5 20 46 24 6 11 25 39 19 6 10 34 40 11 6 9 31 42 12 5 5 29 41 21 Question HS/MS A.19-23: How strongly do you agree or disagree with the following statements?... I feel close to people at this school... I am happy to be at this school... I feel like I am part of this school... The teachers at this school treat students fairly... I feel safe in my school. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 17 Main Report – Module A: Core Table A4.10 Academic Motivation Scale Questions Grade 7 % Grade 9 % Grade 11 % NT % 36 31 30 28 Strongly disagree 3 2 2 4 Disagree 3 3 3 4 Neither disagree nor agree 11 13 14 16 Agree 39 43 45 47 Strongly agree 45 39 36 30 6 5 5 5 Disagree 10 11 11 8 Neither disagree nor agree 26 27 26 26 Agree 35 35 37 38 Strongly agree 23 22 21 23 Strongly disagree 3 3 2 4 Disagree 5 5 5 5 Neither disagree nor agree 18 19 19 21 Agree 42 46 46 44 Strongly agree 32 28 27 26 Strongly disagree 3 2 2 4 Disagree 2 3 3 4 Neither disagree nor agree 13 15 16 17 Agree 37 42 44 45 Strongly agree 45 37 35 30 Academic Motivation Average Reporting “Strongly agree” I try hard to make sure that I am good at my schoolwork. I try hard at school because I am interested in my work. Strongly disagree I work hard to try to understand new things at school. I am always trying to do better in my schoolwork. Question HS/MS A.28-31: How strongly do you agree or disagree with the following statements?... I try hard to make sure that I am good at my schoolwork... I try hard at school because I am interested in my work... I work hard to try to understand new things at school... I am always trying to do better in my schoolwork. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 18 Main Report – Module A: Core Table A4.11 Parent Involvement Scale Questions Grade 7 % Grade 9 % Grade 11 % NT % 18 10 9 17 6 8 8 6 Disagree 11 16 19 10 Neither disagree nor agree 26 35 35 29 Agree 38 32 30 37 Strongly agree 19 9 8 18 Strongly disagree 5 5 5 5 Disagree 8 9 10 7 Neither disagree nor agree 35 45 44 45 Agree 36 32 32 31 Strongly agree 16 10 9 11 6 6 6 6 Disagree 10 12 12 4 Neither disagree nor agree 33 41 39 31 Agree 34 32 34 38 Strongly agree 18 10 9 21 Parent Involvement in School Average Reporting “Strongly agree” Teachers at this school communicate with parents about what students are expected to learn in class. Strongly disagree Parents feel welcome to participate at this school. School staff takes parent concerns seriously. Strongly disagree Question HS/MS A.25-27: How strongly do you agree or disagree with the following statements?... Teachers at this school communicate with parents about what students are expected to learn in class... Parents feel welcome to participate at this school... School staff takes parent concerns seriously. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 19 Main Report – Module A: Core Table A4.12 Quality of School Physical Environment Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 13 12 13 6 Disagree 22 24 24 11 Neither disagree nor agree 31 32 30 32 Agree 27 27 27 37 7 6 6 15 My school is usually clean and tidy. Strongly agree Question HS/MS A.24: How strongly do you agree or disagree with the following statements?... My school is usually clean and tidy. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 20 Main Report – Module A: Core 5. School Violence, Victimization, and Safety Table A5.1 Perceived Safety at School Grade 7 % 13 Grade 9 % 9 Grade 11 % 11 NT % 22 Safe 44 41 41 38 Neither safe nor unsafe 32 41 38 34 Unsafe 7 6 6 3 Very unsafe 4 3 3 3 Very safe Question HS/MS A.48: How safe do you feel when you are at school? Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 21 Main Report – Module A: Core Table A5.2 Reasons for Harassment on School Property, Past 12 Months Grade 7 % Grade 9 % Grade 11 % NT % Race, ethnicity, or national origin 0 times 80 84 87 91 1 time 9 7 6 4 12 9 7 4 0 times 92 93 94 94 1 time 4 3 2 4 2 or more times 4 4 3 3 0 times 89 92 94 94 1 time 5 3 2 3 2 or more times 6 4 3 3 0 times 86 90 94 92 1 time 5 4 2 3 2 or more times 9 6 4 6 0 times 94 95 96 92 1 time 3 2 1 3 2 or more times 4 3 2 5 0 times 92 93 94 93 1 time 4 4 3 4 2 or more times 4 4 3 3 34 28 21 18 2 or more times Religion Gender (being male or female) Because you are gay or lesbian or someone thought you were A physical or mental disability You are an immigrant or someone thought you were Any of the above six reasons Question HS/MS A.64-69: During the past 12 months, how many times on school property were you harassed or bullied for any of the following reasons?... Your race, ethnicity, or national origin... Your religion... Your gender... Because you are gay or lesbian or someone thought you were... A physical or mental disability... You are an immigrant or someone thought you were. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 22 Main Report – Module A: Core Table A5.2 Reasons for Harassment on School Property, Past 12 Months – Continued Grade 7 Grade 9 % % Grade 11 % NT % Any other reason 0 times 71 81 88 86 1 time 10 7 5 5 2 or more times 19 12 7 10 44 34 25 22 Any harassment Question HS/MS A.64-70: During the past 12 months, how many times on school property were you harassed or bullied for any of the following reasons?... Your race, ethnicity, or national origin... Your religion... Your gender... Because you are gay or lesbian or someone thought you were... A physical or mental disability... You are an immigrant or someone thought you were... Any other reason. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 23 Main Report – Module A: Core Table A5.3 Verbal Harassment at School, Past 12 Months Grade 7 % Grade 9 % Grade 11 % NT % 0 times 54 67 73 76 1 time 20 15 12 11 2 to 3 times 12 9 8 9 4 or more times 14 9 6 5 0 times 65 68 75 78 1 time 13 11 8 8 8 9 7 5 14 13 10 8 0 times 58 68 75 79 1 time 15 13 11 8 2 to 3 times 10 8 7 5 4 or more times 17 11 7 7 0 times 51 66 78 81 1 time 17 13 9 7 2 to 3 times 11 8 5 5 4 or more times 21 13 8 7 During the past 12 months, how many times on school property have you... had mean rumors or lies spread about you? had sexual jokes, comments, or gestures made to you? 2 to 3 times 4 or more times been made fun of because of your looks or the way you talk? been made fun of, insulted, or called names? Question HS/MS A.52-54, 63: During the past 12 months, how many times on school property have you... had mean rumors or lies spread about you... had sexual jokes, comments, or gestures made to you... been made fun of because of your looks or the way you talk... been made fun of, insulted, or called names? Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 24 Main Report – Module A: Core Table A5.4 Violence and Victimization on School Property, Past 12 Months Grade 7 % During the past 12 months, how many times on school property have you... been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around? 0 times 62 1 time 16 2 to 3 times 10 4 or more times 12 been afraid of being beaten up? 0 times 77 1 time 12 2 to 3 times 5 4 or more times 6 been threatened with harm or injury? 0 times 86 1 time 8 2 to 3 times 3 4 or more times 3 been in a physical fight? 0 times 81 1 time 11 2 to 3 times 5 4 or more times 3 been threatened or injured with a weapon (gun, knife, club, etc.)? 0 times 95 1 time 3 2 to 3 times 1 4 or more times 1 been offered, sold, or given an illegal drug? 0 times 90 1 time 5 2 to 3 times 2 4 or more times 3 Grade 9 % Grade 11 % NT % 81 9 5 5 90 6 2 2 88 6 3 3 85 9 3 3 93 4 2 1 91 5 3 1 91 5 3 2 95 3 1 1 92 4 2 1 91 5 2 2 95 2 1 1 91 4 3 2 96 2 1 1 97 1 1 1 94 3 2 1 78 8 6 8 80 8 5 7 82 7 5 5 Question HS/MS A.49-51, 56, 60, 62: During the past 12 months, how many times on school property have you... been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around... been afraid of being beaten up... been in a physical fight... been offered, sold, or given an illegal drug... been threatened or injured with a weapon (gun, knife, club, etc.) ... been threatened with harm or injury? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 25 Main Report – Module A: Core Table A5.5 Property Damage on School Property, Past 12 Months Had your property stolen or deliberately damaged 0 times 1 time 2 to 3 times 4 or more times Damaged school property on purpose 0 times 1 time 2 to 3 times 4 or more times Grade 7 % Grade 9 % Grade 11 % NT % 75 14 6 5 78 14 5 3 86 9 3 2 89 7 2 2 92 5 2 1 94 3 1 1 96 2 1 1 93 4 2 1 Question HS/MS A.55, 57: During the past 12 months, how many times on school property have you... had your property stolen or deliberately damaged, such as your car, clothing, or books... damaged school property on purpose? Note: Cells are empty if there are less than 10 respondents. Table A5.6 Weapons Possession on School Property, Past 12 Months Carried a gun 0 times 1 time 2 to 3 times 4 or more times Carried any other weapon (such as a knife or club) 0 times 1 time 2 to 3 times 4 or more times Seen someone carrying a gun, knife, or other weapon 0 times 1 time 2 to 3 times 4 or more times Grade 7 % Grade 9 % Grade 11 % NT % 99 1 0 1 99 0 0 1 99 0 0 0 96 1 1 2 96 2 1 1 97 2 0 1 97 2 0 1 92 3 1 4 84 10 3 3 87 7 3 2 90 5 2 2 87 6 4 4 Question HS/MS A.58, 59, 61: During the past 12 months, how many times on school property have you... carried a gun... carried any other weapon (such as a knife or club)... seen someone carrying a gun, knife, or other weapon? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 26 Main Report – Module A: Core 6. Alcohol and Other Drug Use Table A6.1 Current AOD Use on School Property, Past 30 Days Grade 7 % Grade 9 % Grade 11 % NT % 96 95 95 94 1 to 2 days 3 3 3 3 3 or more days 1 2 2 4 95 91 92 88 1 to 2 days 3 4 3 5 3 or more days 2 5 5 7 96 96 97 94 1 to 2 days 2 2 1 2 3 or more days 1 2 2 4 7 11 9 13 Alcohol 0 days Marijuana (smoke, vape, eat, or drink) 0 days Any other drug, pill, or medicine to get “high” or for reasons other than medical? 0 days Any of the above Question HS/MS A.45-47: During the past 30 days, on how many days on school property did you use... at least one drink of alcohol... marijuana (smoke, vape, eat, or drink)... any other drug, pill, or medicine to get “high” or for reasons other than medical? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 27 Main Report – Module A: Core 7. Tobacco Use Table A7.1 Summary of Key CHKS Tobacco Indicators Grade 7 % Grade 9 Grade 11 % % NT % Table Use Prevalence and Patterns Current cigarette smoking at school† Current use of electronic cigarettes at school † 2 2 2 5 A7.2 4 8 6 8 A7.2 Notes: Cells are empty if there are less than 10 respondents. † Past 30 days. San Diego Unified 2017-18 Page 28 Main Report – Module A: Core Table A7.2 Current Smoking on School Property, Past 30 Days Grade 7 % Grade 9 % Grade 11 % NT % 98 98 98 95 1 or 2 days 1 1 1 2 3 to 9 days 0 0 0 1 10 to 19 days 0 0 0 1 20 or more days 0 1 1 2 96 92 94 92 1 or 2 days 2 4 3 5 3 to 9 days 1 1 1 1 10 to 19 days 0 1 1 0 20 or more days 1 2 2 2 Cigarettes 0 days Electronic cigarettes or other vaping device 0 days Question HS/MS A.43, 44: During the past 30 days, on how many days on school property did you use... cigarettes... electronic cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 29 Main Report – Module A: Core 8. Other Physical and Mental Health Risks Table A8.1 Chronic Sad or Hopeless Feelings, Past 12 Months No Grade 7 % 64 Grade 9 % 65 Grade 11 % 63 NT % 63 Yes 36 35 37 37 Question HS/MS A.71: During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? Note: Cells are empty if there are less than 10 respondents. Table A8.2 Seriously Considered Attempting Suicide, Past 12 Months No Grade 7 % na Grade 9 % 83 Grade 11 % 85 NT % 80 Yes na 17 15 20 Question HS A.72: During the past 12 months, did you ever seriously consider attempting suicide? Notes: Cells are empty if there are less than 10 respondents. na—Not asked of middle school students. San Diego Unified 2017-18 Page 30 Main Report – Module A: Core 9. Race/Ethnic Breakdowns Table A9.1 School Supports and Engagement by Race/Ethnicity - 7th Grade Grade 7 H/L AI/AN Asian AA NH/PI White Mixed Percent of Students (%) 25 26 26 32 27 31 25 Caring adults in school 26 29 26 33 27 34 26 High expectations-adults in school‡ 38 42 42 46 43 47 40 Meaningful participation at school‡ 10 10 11 17 12 12 10 16 17 20 17 23 23 17 32 27 42 33 35 42 33 17 19 20 20 17 19 16 School Environment Total school supports‡ ‡ † School Connectedness Academic Motivation† Parent Involvement in School † Notes: Cells are empty if there are less than 10 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races. † Average percent of respondents reporting “Strongly agree.” ‡ Average percent of respondents reporting “Very much true.” Table A9.2 School Supports and Engagement by Race/Ethnicity - 9th Grade Grade 9 H/L AI/AN Asian AA NH/PI White Mixed Percent of Students (%) 20 22 20 25 23 25 21 School Environment Total school supports‡ ‡ 21 22 20 27 25 27 22 ‡ High expectations-adults in school 30 33 32 35 36 37 30 Meaningful participation at school‡ 8 11 8 14 10 10 9 12 16 12 13 15 18 13 28 28 36 34 27 36 27 10 14 9 12 14 9 10 Caring adults in school † School Connectedness Academic Motivation† Parent Involvement in School † Notes: Cells are empty if there are less than 10 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races. † Average percent of respondents reporting “Strongly agree.” ‡ Average percent of respondents reporting “Very much true.” San Diego Unified 2017-18 Page 31 Main Report – Module A: Core Table A9.3 School Supports and Engagement by Race/Ethnicity - 11th Grade Grade 11 H/L AI/AN Asian AA NH/PI White Mixed Percent of Students (%) 23 20 23 31 28 28 24 School Environment Total school supports‡ Caring adults in school‡ 27 24 25 36 31 33 28 ‡ 33 27 33 42 40 39 34 Meaningful participation at school‡ 9 10 12 15 12 11 10 12 14 12 15 11 17 12 28 20 29 33 33 32 28 8 8 8 13 9 9 8 High expectations-adults in school School Connectedness Academic Motivation † † Parent Involvement in School† Notes: Cells are empty if there are less than 10 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races. † Average percent of respondents reporting “Strongly agree.” ‡ Average percent of respondents reporting “Very much true.” Table A9.4 School Supports and Engagement by Race/Ethnicity - Non-Traditional NT White Mixed 41 31 28 NH/PI 30 AA AI/AN 28 Asian H/L Percent of Students (%) School Environment Total school supports‡ Caring adults in school‡ 33 33 47 35 34 ‡ High expectations-adults in school 41 40 52 48 39 Meaningful participation at school‡ 11 18 25 12 11 18 10 13 18 18 Academic Motivation 27 22 21 38 27 Parent Involvement in School† 17 10 17 20 18 School Connectedness† † Notes: Cells are empty if there are less than 10 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races. † Average percent of respondents reporting “Strongly agree.” ‡ Average percent of respondents reporting “Very much true.” San Diego Unified 2017-18 Page 32 Main Report – Module A: Core Table A9.5 Feeling Safe or Very Safe at School by Race/Ethnicity Grade 7 % 52 Grade 9 % 46 Grade 11 % 50 NT % 59 American Indian or Alaska Native 55 53 42 67 Asian 65 51 53 Black or African American 51 44 46 Native Hawaiian or Pacific Islander 59 44 52 White 63 56 56 63 Mixed (two or more) races 53 46 53 60 Hispanic or Latino 57 Note: Cells are empty if there are less than 10 respondents. Table A9.6 Harassment Due to Six Reasons at School in the Past 12 Months by Race/Ethnicity Grade 7 Grade 9 Grade 11 % % % Hispanic or Latino 33 26 20 NT % 14 American Indian or Alaska Native 29 29 25 13 Asian 36 29 18 Black or African American 35 36 28 Native Hawaiian or Pacific Islander 37 23 25 White 33 26 23 25 Mixed (two or more) races 35 29 20 17 48 Notes: Cells are empty if there are less than 10 respondents. The six reasons include race, ethnicity or national origin; religion; gender (being male or female); sexual orien­ tation; a physical or mental disability; and immigrant status. San Diego Unified 2017-18 Page 33 Main Report – Module A: Core Table A9.7 Any Harassment or Bullying at School in the Past 12 Months by Race/Ethnicity Grade 7 Grade 9 Grade 11 % % % Hispanic or Latino 42 31 23 NT % 16 American Indian or Alaska Native 40 30 25 13 Asian 46 37 23 Black or African American 41 42 31 Native Hawaiian or Pacific Islander 43 32 28 White 46 34 28 30 Mixed (two or more) races 44 35 25 21 Grade 9 % 7 Grade 11 % 5 NT % 6 6 61 Note: Cells are empty if there are less than 10 respondents. Table A9.8 Any Alcohol Use at School in the Past 30 Days by Race/Ethnicity Grade 7 % Hispanic or Latino 6 American Indian or Alaska Native 8 5 6 Asian 2 3 4 Black or African American 6 6 6 Native Hawaiian or Pacific Islander 6 5 7 White 2 4 4 7 Mixed (two or more) races 5 7 5 4 29 Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 34 Main Report – Module A: Core Table A9.9 Chronic Sad or Hopeless Feelings in the Past 12 Months by Race/Ethnicity Grade 7 Grade 9 % % Hispanic or Latino 40 38 Grade 11 % 37 NT % 32 29 American Indian or Alaska Native 32 35 32 Asian 37 35 41 Black or African American 38 33 31 Native Hawaiian or Pacific Islander 45 36 43 White 26 29 35 46 Mixed (two or more) races 39 40 38 36 61 Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 35 Main Report – Module A: Core San Diego Unified 2017-18 10. Gender Breakdowns Table A10.1 School Supports and Engagement by Gender Grade 7 Female Male % % Grade 9 Female Male % % Grade 11 Female Male % % NT Female Male % % School Environment Total school supports‡ 27 27 21 22 26 24 33 27 28 29 23 23 31 28 39 30 High expectations-adults in school‡ 43 42 32 32 38 33 47 37 Meaningful participation at school‡ 11 11 8 10 10 11 14 13 18 20 12 16 11 16 21 15 Academic Motivation† 40 33 35 28 35 25 37 21 Parent Involvement in School† 16 20 8 11 7 10 16 17 Caring adults in school School Connectedness ‡ † Notes: Cells are empty if there are less than 10 respondents. † Average percent of respondents reporting “Strongly agree.” ‡ Average percent of respondents reporting “Very much true.” Page 36 Main Report – Module A: Core San Diego Unified 2017-18 Table A10.2 Select Perceived Safety, Harassment, Alcohol and Other Drug Use, and Mental Health Measures by Gender Grade 7 Female Male % % Grade 9 Female Male % % Grade 11 Female Male % % NT Female Male % % Perceived Safety at School Feel safe or very safe at school 54 61 45 54 48 57 61 61 harassed/bullied for any of the six reasons 35 31 29 25 22 18 18 17 harassed/bullied for any reasons 48 39 37 31 27 22 23 20 4 4 5 5 3 6 4 8 43 27 42 26 45 27 41 32 Harassment/Bullying at School During the past 12 month at school, have you been... Current ATOD Use During the past 30 days, did you... have at least one drink of alcohol at school Mental Health Chronic sad or hopeless feelings, past 12 months Note: Cells are empty if there are less than 10 respondents. Page 37 Main Report – Module A: Core Building Healthy Communities (BHC) Module 1. Module Sample Table C1.1 Student Sample for BHC Module Student Sample Size Target sample Final number Response Rate NTA Grade 7 Grade 9 Grade 11 7,153 8,196 6,197 1,244 21 3,649 2,716 333 0% 45% 44% 27% Note: A NT includes continuation, community day, and other alternative school types. San Diego Unified 2017-18 Page 38 Main Report – Module C: Building Healthy Communities (BHC) 2. Summary of Key Indicators Table C2.1 Key Indicators of Community Safety and Supports Grade 7 % Grade 9 Grade 11 % % NT % Table Community Safety Safety in neighborhood† 90 73 69 64 C7.1 Safety in neighborhood parks and playgrounds† 80 58 56 51 C7.1 Connectedness‡ 31 19 15 14 C8.2 Caring adult relationships§ 53 52 52 45 C8.1 High expectations§ 57 54 53 47 C8.1 25 19 23 11 C8.1 Community Supports § Meaningful participation Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with scale categories for domains or sub-domains, or item-level results for the survey questions that comprise each scale. † Percent of respondents reporting “Very safe” or “Safe” ‡ Average percent of respondents reporting “Strongly agree.” § Average percent of respondents reporting “Very much true.” San Diego Unified 2017-18 Page 39 Main Report – Module C: Building Healthy Communities (BHC) 3. Access to Health Care Table C3.1 Where Do You Usually Go for Health Care Grade 7 % Grade 9 % Grade 11 % NT % Hospital, urgent care, or emergency room 10 23 24 25 Doctor’s office 71 34 35 21 5 10 13 16 14 11 11 9 School nurse’s office 0 2 2 4 Health center or clinic at your school 0 2 2 2 Some other place 0 2 2 3 I don’t have anywhere I usually go 0 8 8 9 I don’t know 0 7 4 10 Main office 33 2 2 9 School nurse 43 66 67 58 Student health office/clinic 0 4 3 5 Counselor 5 1 1 2 Teacher or teachers aide 10 2 3 4 Friend or another student 0 7 7 2 I don’t have anywhere to go 0 8 8 8 10 11 8 13 Where do you usually go for help when you are sick, need medical care, or advice about health? Community clinic or medical center A family member or neighbor who is not a doctor or a nurse At school, where do you usually go for help when you are sick, need medical care, or need to get advice about health? I don’t know Question HS/MS C.1, 2: Where do you usually go for help when you are sick, need medical care, or advice about health?... At school, where do you usually go for help when you are sick, need medical care, or need to get advice about health? Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 40 Main Report – Module C: Building Healthy Communities (BHC) Table C3.2 Last Regular Check Up with Dentist Grade 7 % 0 Grade 9 % 1 Grade 11 % 1 NT % 2 Within the last six months 67 67 67 53 Seven to 12 months ago 24 11 12 16 Between one and two years ago 0 4 5 7 More than two years ago 5 3 3 4 I don’t know/remember 5 14 12 16 I’ve never been to a dentist to have my teeth checked Question HS/MS C.3: When did you last visit a dentist to get your teeth checked or cleaned? Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 41 Main Report – Module C: Building Healthy Communities (BHC) Table C3.3 Medical Care Usage, Past Year Grade 7 % Grade 9 % Grade 11 % NT % Always 55 51 53 46 Sometimes 10 20 19 19 Rarely 10 9 9 9 Never 0 3 3 4 I don’t know/remember 10 6 5 12 I didn’t need this type of care 15 11 10 10 15 17 19 28 5 10 10 15 Rarely 10 9 10 10 Never 15 24 26 19 0 5 4 7 55 36 31 22 Always 25 49 49 43 Sometimes 25 15 14 15 Rarely 10 8 9 11 Never 10 6 7 6 I don’t know/remember 15 7 5 12 I didn’t need this type of care 15 16 16 12 Medical care when you were sick or hurt or needed a checkup Counseling to help you deal with problems like stress, feeling sad, family issues, or alcohol or drug use Always Sometimes I don’t know/remember I didn’t need this type of care Dental care when you had a problem with your teeth or mouth Question HS/MS C.4-6: In the past year, how often did you get the following types of care when you needed it?... Medical care when you were sick or hurt or needed a checkup... Counseling to help you deal with problems like stress, feeling sad, family issues, or alcohol or drug use... Dental care when you had a problem with your teeth or mouth. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 42 Main Report – Module C: Building Healthy Communities (BHC) 4. Physical Activity Table C4.1 Number of Days Exercised, Past 7 Days 0 days Grade 7 % 0 Grade 9 % 8 Grade 11 % 18 NT % 23 1 day 0 5 8 7 2 days 20 8 10 7 3 days 5 12 13 14 4 days 30 11 11 10 5 days 15 21 15 14 6 days 10 10 7 5 7 days 20 26 17 19 Question HS/MS C.10: How many of the past 7 days did you exercise or do physical activity for a total of at least 60 minutes a day (like basketball, soccer, running, swimming laps, bicycling, skateboarding, fast walking, dancing or similar aerobic activities; do not include exercise that lasts less than 10 minutes at a time)? Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 43 Main Report – Module C: Building Healthy Communities (BHC) 5. Food Consumed and School Cafeteria Table C5.1 Food and Beverage Consumed on Last School Day Grade 7 % 50 Grade 9 % 60 Grade 11 % 62 NT % 58 Breakfast served at school 0 16 19 23 Lunch served at school 0 38 41 45 A glass or can of sweetened soda, a sports drink, an energy drink, or any other sweetened drink 10 15 12 19 None of the above 40 21 19 20 One or more glasses of water Question HS/MS C.11: Which of the following did you eat or drink at school on the last day you attended school? (Mark All That Apply.) Notes: Cells are empty if there are less than 10 respondents. Total percentages may exceed 100% for “mark all that apply” items. Table C5.2 School Cafeteria Grade 7 % Grade 9 % Grade 11 % NT % I like the food served there. 24 23 17 34 They serve the right amount of food. 35 27 23 27 I like the fresh fruits and vegetables served at school. 29 29 31 31 0 21 22 16 24 23 25 15 0 11 13 8 82 32 30 39 Which of the following statements about your school cafeteria or eating area do you agree with? (Mark all that apply.)† It is embarrassing to eat cafeteria food. They post information about the nutritional content of foods in the cafeteria. I don’t feel safe there. It is clean. Question HS/MS C.12: Which of the following statements about your school cafeteria or eating area do you agree with? (Mark all that apply.) Notes: Cells are empty if there are less than 10 respondents. † Total percentages may exceed 100% for “mark all that apply” items. San Diego Unified 2017-18 Page 44 Main Report – Module C: Building Healthy Communities (BHC) 6. Reasons for School Absence Table C6.1 Reasons for Missing School, Past 30 Days Grade 7 % Grade 9 % Grade 11 % NT % No 79 84 87 83 Yes 21 16 13 17 No 89 90 91 88 Yes 11 10 9 12 No 85 87 89 87 Yes 15 13 11 13 Asthma or other problems with breathing, coughing, chest pain, or wheezing when you didn’t have a cold Tooth pain or other dental problems A negative school or classroom environment Question HS/MS C.7-9: In the past 30 days, did you miss an entire day of school for any of the following reasons?... Asthma or other problems with breathing, coughing, chest pain, or wheezing when you didn’t have a cold... Tooth pain or other dental problems... A negative school or classroom environment. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 45 Main Report – Module C: Building Healthy Communities (BHC) 7. Community Safety Table C7.1 Neighborhood Safety Grade 7 % Grade 9 % Grade 11 % NT % Very safe 40 34 30 25 Safe 50 39 39 39 Neither safe nor unsafe 5 21 24 27 Unsafe 0 4 5 6 Very unsafe 5 1 1 3 Very safe 25 21 20 20 Safe 55 37 36 30 Neither safe nor unsafe 0 26 28 33 Unsafe 5 7 8 6 Very unsafe 0 2 3 6 15 6 5 5 Never 90 74 76 68 1 time 0 11 9 10 2 times 0 6 6 8 3 times 0 2 2 5 10 7 7 9 How safe do you feel in the neighborhood where you live? How safe do you feel in your neighborhood parks and playgrounds? I dont have any neighborhood parks or playgrounds During the past 12 months, how many times in your neighborhood (not at school) have you seen someone carrying a gun, knife, or other weapon? 4 or more times Question HS/MS C.13-15: How safe do you feel in the neighborhood where you live?... How safe do you feel in your neighborhood parks and playgrounds?... During the past 12 months, how many times in your neighborhood (not at school) have you seen someone carrying a gun, knife, or other weapon? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 46 Main Report – Module C: Building Healthy Communities (BHC) Table C7.2 Major Problems in Neighborhood Grade 7 % Grade 9 % 15 Grade 11 % 11 NT % 12 Crime 34 38 46 Empty or abandoned buildings 11 10 11 Fights 32 28 36 Gangs 28 28 42 Graffiti 37 39 46 Liquor stores and/or bars 30 28 30 People selling drugs 34 36 39 Police treating people unfairly 14 16 22 Unemployment 20 21 19 Lack of access to parks and recreation 13 10 11 Lack of affordable places to live 32 33 30 Poor living conditions 25 25 28 Bullying Question HS/MS C.16: Which of the following are major problems in your neighborhood? (Mark all that apply.) Notes: Cells are empty if there are less than 10 respondents. Total percentages may exceed 100% for “mark all that apply” items. Percentages are based on respondents who have reported any problems. San Diego Unified 2017-18 Page 47 Main Report – Module C: Building Healthy Communities (BHC) 8. Community Supports Table C8.1 Community Environment Domain and Subdomains Grade 7 % Grade 9 Grade 11 % % NT % Table Total community supports Average Reporting “Very much true” 45 42 43 34 High 55 44 46 31 Moderate 35 39 39 47 Low 10 17 15 22 Average Reporting “Very much true” 53 52 52 45 High 65 56 55 48 Moderate 25 31 33 35 Low 10 14 13 18 Average Reporting “Very much true” 57 54 53 47 High 65 58 57 50 Moderate 25 30 33 35 Low 10 12 10 16 25 19 23 11 5 10 14 7 Moderate 45 23 26 14 Low 50 68 61 79 Caring adult relationships C8.3 High expectations C8.4 Meaningful participation Average Reporting “Very much true” High C8.5 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with item-level results for the survey questions that comprise each scale. San Diego Unified 2017-18 Page 48 Main Report – Module C: Building Healthy Communities (BHC) Table C8.2 Community Connectedness Scales Grade 7 % Grade 9 Grade 11 % % NT % Table C8.6 Community Connectedness Average Reporting “Strongly agree” 31 19 15 14 High 55 36 31 31 Moderate 30 44 48 45 Low 15 20 21 24 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with item-level results for the survey questions that comprise each scale. San Diego Unified 2017-18 Page 49 Main Report – Module C: Building Healthy Communities (BHC) Table C8.3 Community Caring Adult Relationships Scale Questions Grade 7 % Grade 9 % Grade 11 % NT % 53 52 52 45 Not at all true 5 10 8 13 A little true 5 12 12 12 Pretty much true 25 19 20 24 Very much true 65 59 59 51 Not at all true 10 17 16 19 A little true 10 18 19 19 Pretty much true 45 22 22 22 Very much true 35 42 43 41 Not at all true 10 13 13 19 A little true 10 15 15 14 Pretty much true 20 19 21 23 Very much true 60 53 52 44 Caring adult relationships Average Reporting “Very much true” Outside of my home and school, there is an adult... who really cares about me. who notices when I am upset about something. whom I trust. Question HS/MS C.17, 19, 22: Outside of my home and school, there is an adult... who really cares about me... who notices when I am upset about something... whom I trust. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 50 Main Report – Module C: Building Healthy Communities (BHC) Table C8.4 Community High Expectations Scale Questions Grade 7 % Grade 9 % Grade 11 % NT % 57 54 53 47 10 13 12 16 0 17 17 18 Pretty much true 45 23 24 23 Very much true 45 47 47 43 10 11 10 13 0 14 14 16 Pretty much true 30 22 23 24 Very much true 60 54 54 46 Not at all true 5 9 9 12 A little true 0 11 11 14 Pretty much true 30 19 22 23 Very much true 65 60 58 51 High expectations Average Reporting “Very much true” Outside of my home and school, there is an adult... who tells me when I do a good job. Not at all true A little true who believes I will be a success. Not at all true A little true who always wants me to do my best. Question HS/MS C.18, 20, 21: Outside of my home and school, there is an adult... who tells me when I do a good job... who believes I will be a success... who always wants me to do my best. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 51 Main Report – Module C: Building Healthy Communities (BHC) Table C8.5 Community Meaningful Participation Scale Questions Meaningful participation Average Reporting “Very much true” Outside my home and school, ... I have spent time participating in community service or a volunteer activity to help others. Not at all true A little true Pretty much true Very much true I have worked with other people to help my community. Not at all true A little true Pretty much true Very much true I have participated in groups or organizational activities. Not at all true A little true Pretty much true Very much true I have participated in community efforts to create positive change. Not at all true A little true Pretty much true Very much true I have contributed to discussions about community activities or issues. Not at all true A little true Pretty much true Very much true Grade 7 % Grade 9 % Grade 11 % NT % 25 19 23 11 40 15 20 25 36 28 17 19 30 26 19 25 47 28 13 13 35 30 20 15 41 26 17 15 36 25 20 20 50 27 13 10 30 5 5 60 29 19 17 35 28 19 19 34 46 24 15 16 35 25 25 15 44 27 15 15 38 25 17 19 54 24 12 9 45 30 15 10 55 22 11 11 49 23 13 14 61 22 9 8 Question HS/MS C.28-32: Outside my home and school, ... I have spent time participating in community service or a volunteer activity to help others... I have worked with other people to help my community... I have partici­ pated in groups or organizational activities, like clubs, sport teams, music bands, church/temple groups... I have participated in community efforts to create positive change... I have contributed to discussions about community activities or issues. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 52 Main Report – Module C: Building Healthy Communities (BHC) Table C8.6 Community Connectedness Scale Questions Community Connectedness Average Reporting “Strongly agree” I feel close to people in my community/neighborhood. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree I am happy to live in my community/neighborhood. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree I feel like I am a part of my community/neighborhood. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree I feel connected to my community/neighborhood. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree I feel safe in my community/neighborhood. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree Grade 7 % Grade 9 % Grade 11 % NT % 31 19 15 14 10 15 10 50 15 17 18 29 24 12 17 19 31 22 10 19 15 33 21 11 0 10 5 35 50 6 6 23 39 27 6 6 28 39 21 12 7 30 34 18 5 20 20 20 35 13 15 35 22 14 14 16 37 21 12 16 16 35 21 12 10 20 20 30 20 14 16 34 22 14 14 17 37 20 11 17 17 34 21 12 5 0 5 55 35 5 6 26 37 26 6 8 30 36 21 12 8 33 31 17 Question HS/MS C.23-27: I feel close to people in my community/neighborhood... I am happy to live in my community/neighborhood... I feel like I am a part of my community/neighborhood... I feel connected to my community/neighborhood... I feel safe in my community/neighborhood. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 53 Main Report – Module C: Building Healthy Communities (BHC) 9. Community Involvement Table C9.1 Youth Involvement in Community How frequently would you say you get personally involved in efforts to try to create positive change? All the time Frequently Occasionally Rarely Never Please select the items that you have done in your community in the past 12 months. (Mark All That Apply.)† Wrote or made a presentation about a community issue Planned or participated in a meeting or event directed at community change or a local issue Collected signatures on a petition or asked people about their opinions on community issues Talked to people about voting Met personally with a community official or staff member Sent an email, letter, or other communication to a public figure or organization Posted your views on a blog, FacebookTM , InstagramTM , TwitterTM , other social media or online platform Volunteered time for an organization active in community change Changed your online profile picture to demonstrate solidarity with a political cause or movement Attended a meeting of a government or public agency, such as a city council, planning commission or school board None of the above Grade 7 % Grade 9 % Grade 11 % NT % 0 35 25 35 5 7 18 35 26 14 9 18 35 25 12 10 17 29 25 20 10 13 11 10 20 17 18 9 0 5 5 4 10 8 10 7 0 7 8 7 5 10 13 8 10 14 15 10 25 20 26 12 5 5 6 5 0 5 6 6 60 58 49 64 Question HS/MS C.33, 34: Some people are very involved in making a difference while others, for a variety of reasons, are not able to be as involved. How frequently would you say you get personally involved in efforts to try to create positive change?... Please select the items that you have done in your community in the past 12 months. (Mark All That Apply.) Notes: Cells are empty if there are less than 10 respondents. † Total percentages may exceed 100% for “mark all that apply” items. San Diego Unified 2017-18 Page 54 Main Report – Module C: Building Healthy Communities (BHC) 10. Attitudes Toward and Perceptions of the Police Table C10.1 Attitudes Toward and Perceptions of the Police in Neighborhood or Community Grade 7 Grade 9 Grade 11 % % % When thinking about police officers in your neighborhood or community, how true are the following statements for you?... NT % I trust the police. Not at all true 0 17 18 32 A little true 15 30 35 36 Pretty much true 40 31 29 18 Very much true 45 22 17 13 0 12 11 22 A little true 10 21 25 26 Pretty much true 25 32 34 29 Very much true 65 35 30 23 0 18 18 30 A little true 20 29 33 34 Pretty much true 35 30 30 21 Very much true 45 24 19 15 5 21 23 34 A little true 10 29 32 33 Pretty much true 20 29 29 20 Very much true 65 21 16 13 I respect the police. Not at all true The police make me feel safer. Not at all true The police treat all people in the community fairly. Not at all true Question HS/MS C.35-38: When thinking about police officers in your neighborhood or community, how true are the following statements for you?... I trust the police... I respect the police... The police make me feel safer... The police treat all people in the community fairly. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 55 Main Report – Module C: Building Healthy Communities (BHC) Table C10.1 Attitudes Toward and Perceptions of the Police in Neighborhood or Community – Continued Grade 7 Grade 9 Grade 11 % % % When thinking about police officers in your neighborhood or community, how true are the following statements for you?... NT % Police officers are helpful. Not at all true 0 12 11 23 A little true 10 28 35 39 Pretty much true 35 35 35 24 Very much true 55 24 19 15 0 18 19 29 A little true 15 29 34 35 Pretty much true 25 31 31 22 Very much true 60 23 17 13 0 13 14 24 A little true 10 26 32 36 Pretty much true 35 34 34 26 Very much true 55 27 20 15 5 19 20 31 A little true 10 26 32 31 Pretty much true 25 31 30 24 Very much true 60 24 19 14 The police are respectful of all people in the community. Not at all true The police are helping to reduce crime and improve safety. Not at all true Police officers treat people in my community with respect regardless of race, ethnicity, or perceived immigration status. Not at all true Question HS/MS C.39-42: When thinking about police officers in your neighborhood or community, how true are the following statements for you?... Police officers are helpful... The police are respectful of all people in the community... The police are helping to reduce crime and improve safety... Police officers treat people in my community with respect regardless of race, ethnicity, or perceived immigration status. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 56 Main Report – Module C: Building Healthy Communities (BHC) Table C10.2 Attitudes Toward and Perceptions of the Police at School Grade 7 % Grade 9 % Grade 11 % NT % Yes 15 93 95 64 No 85 7 5 36 Not at all true 12 12 24 A little true 28 30 34 Pretty much true 31 30 25 29 27 18 Not at all true 16 17 22 A little true 29 30 35 Pretty much true 29 29 26 Very much true 27 24 17 Not at all true 15 15 24 A little true 32 35 36 Pretty much true 31 31 23 Very much true 22 19 18 Is there a police officer or school resource/safety officer that comes to your campus? When thinking about the law enforcement officer at your school, how true are the following statements for you?... I like having an officer at school.¶ Very much true I feel safer with the officer at school. ¶ The officer is helpful to students needing help.¶ Question HS/MS C.43-46: Is there a police officer or school resource/safety officer that comes to your campus?... When thinking about the law enforcement officer at your school (e.g., police, safety, or resource officer), how true are the following statements for you?... I like having an officer at school... I feel safer with the officer at school... The officer is helpful to students needing help. Notes: Cells are empty if there are less than 10 respondents. ¶ Only respondents who answered “Yes” to question “Is there a police officer or school resource/safety officer that comes to your campus?” were asked to answer the question. San Diego Unified 2017-18 Page 57 Main Report – Module C: Building Healthy Communities (BHC) Table C10.2 Attitudes Toward and Perceptions of the Police at School – Continued Grade 7 Grade 9 % % When thinking about the law enforcement officer at your school, how true are the following statements for you?... Grade 11 % NT % The officer has a good relationship with students.¶ Not at all true 16 16 27 A little true 35 35 36 Pretty much true 29 30 22 Very much true 20 19 16 9 9 20 A little true 27 29 35 Pretty much true 37 38 26 Very much true 27 25 20 8 7 19 A little true 25 27 34 Pretty much true 37 38 26 Very much true 30 27 21 Not at all true 14 14 24 A little true 32 33 34 Pretty much true 32 33 25 Very much true 22 20 18 The officer treats all students fairly.¶ Not at all true The officer treats all students with respect regardless of race, ethnicity, or perceived immigration status.¶ Not at all true The officer does a good job stopping violence at school.¶ Question HS/MS C.47-50: Is there a police officer or school resource/safety officer that comes to your campus?... When thinking about the law enforcement officer at your school (e.g., police, safety, or resource officer), how true are the following statements for you?... The officer has a good relationship with students... The officer treats all students fairly... The officer treats all students with respect regardless of race, ethnicity, or perceived immigration status... The officer does a good job stopping violence at school. Notes: Cells are empty if there are less than 10 respondents. ¶ Only respondents who answered “Yes” to question “Is there a police officer or school resource/safety officer that comes to your campus?” were asked to answer the question. San Diego Unified 2017-18 Page 58 Main Report – Module C: Building Healthy Communities (BHC) Table C10.2 Attitudes Toward and Perceptions of the Police at School – Continued Grade 7 Grade 9 % % When thinking about the law enforcement officer at your school, how true are the following statements for you?... Grade 11 % NT % 9 8 19 A little true 21 25 31 Pretty much true 32 35 23 Very much true 38 32 27 Not at all true 12 12 23 A little true 25 28 33 Pretty much true 33 33 27 Very much true 31 27 18 I respect the officer in my school.¶ Not at all true I feel comfortable with the officer in my school.¶ Question HS/MS C.51, 52: Is there a police officer or school resource/safety officer that comes to your campus?... When thinking about the law enforcement officer at your school (e.g., police, safety, or resource officer), how true are the following statements for you?... I respect the officer in my school... I feel comfortable with the officer in my school. Notes: Cells are empty if there are less than 10 respondents. ¶ Only respondents who answered “Yes” to question “Is there a police officer or school resource/safety officer that comes to your campus?” were asked to answer the question. San Diego Unified 2017-18 Page 59 Main Report – Module C: Building Healthy Communities (BHC) Gender & Sex-Based Harassment Module 1. Module Sample Table I1.1 Student Sample for Gender & Sex-Based Harassment Module Grade 7 Student Sample Size Target sample Final number Response Rate NTA Grade 9 Grade 11 7,153 8,196 6,197 1,244 5,827 4,090 2,912 212 81% 50% 47% 17% Note: A NT includes continuation, community day, and other alternative school types. San Diego Unified 2017-18 Page 60 Main Report – Module I: Gender & Sex-Based Harassment 2. Gender Identity and Sexual Orientation Table I2.1 Gender Identity Grade 7 % 48 Grade 9 % 51 Grade 11 % 51 NT % 41 49 46 47 55 Transgender 1 1 1 3 Questioning 2 2 2 2 Grade 7 % 2 Grade 9 % 2 Grade 11 % 2 NT % 3 6 7 7 8 73 78 78 70 Questioning 4 3 3 3 Other 3 2 2 3 12 7 7 13 Female Male Question HS/MS I.53: What is your gender? Note: Cells are empty if there are less than 10 respondents. Table I2.2 Sexual Orientation Lesbian/Gay Bisexual Straight/Heterosexual Decline to respond Question HS/MS I.52: Which of the following best describes your sexual orientation? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 61 Main Report – Module I: Gender & Sex-Based Harassment 3. Perceptions of LGBT-Related School Safety Table I3.1 Student Perceptions of School Safety, LGBT-Specific Grade 7 % Grade 9 % Grade 11 % NT % 9 7 6 9 Disagree 19 18 15 16 Agree 52 58 61 50 Strongly agree 20 17 18 25 8 5 4 9 Disagree 16 15 12 14 Agree 54 61 64 50 Strongly agree 22 19 20 28 Strongly disagree 10 7 5 8 Disagree 19 16 12 15 Agree 48 59 62 50 Strongly agree 23 19 21 26 9 6 5 9 Disagree 18 13 10 11 Agree 51 61 64 54 Strongly agree 23 19 21 26 My school is safe for... guys who are not as “masculine” as other guys. Strongly disagree girls who are not as “feminine” as other girls. Strongly disagree students who are lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ). students with LGBTQ parents. Strongly disagree Question HS/MS I.1-4: My school is safe for... guys who are not as “masculine” as other guys... girls who are not as “feminine” as other girls... students who are lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ)... students with LGBTQ parents. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 62 Main Report – Module I: Gender & Sex-Based Harassment Table I3.1 Student Perceptions of School Safety, LGBT-Specific – Continued Grade 7 % My school is safe for... Grade 9 % Grade 11 % NT % teachers and staff who are LGBTQ. Strongly disagree 10 6 5 8 Disagree 16 14 11 14 Agree 51 61 63 53 Strongly agree 23 19 21 25 8 5 5 8 Disagree 13 11 9 12 Agree 51 61 63 53 Strongly agree 28 22 23 27 straight allies (people who are supportive of LGBTQ people). Strongly disagree Question HS/MS I.5-6: My school is safe for... teachers and staff who are LGBTQ... straight allies (people who are supportive of LGBTQ people). Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 63 Main Report – Module I: Gender & Sex-Based Harassment 4. Bullying Incidents, Negative Attitudes, and Pro-Bullying Beliefs Table I4.1 Bullying Incidents on School Property during the Past 12 months, LGBT-Specific Grade 7 Grade 9 Grade 11 % % % During the past 12 months, how many times on school property were you harassed or bullied for any of the following reasons?... Because you are gay, lesbian, bisexual, or transgender or someone thought you were 0 times 88 91 93 NT % 91 1 time 5 4 3 5 2-3 times 3 2 2 1 4 3 2 2 0 times 85 89 92 92 1 time 7 6 4 5 2-3 times 4 3 2 1 4 3 2 1 0 times 96 96 97 96 1 time 2 2 1 2 2-3 times 1 1 1 1 1 1 1 1 88 93 95 95 1 time 6 4 2 3 2-3 times 3 2 2 0 4 or more times 3 2 1 2 4 or more times Because you aren’t as “masculine” as other guys or because you aren’t as “feminine” as other girls 4 or more times Because you have LGBTQ parents or family members or because someone thought they were 4 or more times Because you have LGBTQ friends or because someone thought they were 0 times Question HS/MS I.7-10: During the past 12 months, how many times on school property were you harassed or bullied for any of the following reasons?... Because you are gay, lesbian, bisexual, or transgender or someone thought you were... Because you aren’t as “masculine” as other guys or because you aren’t as “feminine” as other girls... Because you have LGBTQ parents or family members or because someone thought they were... Because you have LGBTQ friends or because someone thought they were. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 64 Main Report – Module I: Gender & Sex-Based Harassment Table I4.2 Offensive LGBT-Related Language Grade 7 % Grade 9 % Grade 11 % NT % Never 21 20 25 42 Rarely 18 19 24 26 Sometimes 24 25 25 18 Often 38 35 26 14 Never 29 28 33 50 Rarely 25 26 28 26 Sometimes 23 24 21 13 Often 23 23 18 11 How often do you hear... anti-LGBTQ slurs at schools? negative comments and slurs at school about someone’s sex or gender? Question HS/MS I.24, 25: How often do you hear anti-LGBTQ slurs at schools (example: when someone says “that’s so gay” to mean something bad)?... How often do you hear negative comments and slurs at school about someone’s sex or gender (example: “he is so girly” to mean something bad)? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 65 Main Report – Module I: Gender & Sex-Based Harassment Table I4.3 Offensive LGBT-Related Language among Peers Grade 7 % Grade 9 % Grade 11 % NT % Never 40 34 38 53 Rarely 26 26 27 25 Sometimes 20 25 23 12 Often 14 14 12 10 Never 32 29 35 52 Rarely 23 24 27 22 Sometimes 22 26 23 17 Often 23 21 15 9 Never 42 36 41 59 Rarely 25 27 28 22 Sometimes 18 22 19 10 Often 15 15 11 9 Never 65 57 63 66 Rarely 20 22 22 20 Sometimes 8 12 9 8 Often 7 8 5 6 Never 55 51 59 60 Rarely 22 25 24 23 Sometimes 13 15 11 11 9 9 7 7 How often do you hear other students make negative comments or use slurs based on... sex (male or female)? sexual orientation? gender identity or expression? having LGBTQ parents or family members? having LGBTQ friends? Often Question HS/MS I.26-30: How often do you hear other students make negative comments or use slurs based on... sex (male or female)?... sexual orientation (gay, lesbian, bisexual, queer, or straight)?... gender identity or expression (transgender, or not being “feminine” or “masculine” enough)?... having LGBTQ parents or family members?... having LGBTQ friends? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 66 Main Report – Module I: Gender & Sex-Based Harassment Table I4.4 Offensive LGBT-Related Language among Adults Grade 7 % Grade 9 % Grade 11 % NT % Never 84 80 81 84 Rarely 9 11 11 9 Sometimes 4 6 6 5 Often 3 3 3 2 Never 85 81 83 88 Rarely 9 11 10 8 Sometimes 4 5 4 3 Often 3 3 2 2 Never 85 82 84 88 Rarely 8 10 9 8 Sometimes 4 5 4 2 Often 3 3 2 2 Never 88 84 86 88 Rarely 7 8 8 8 Sometimes 3 5 4 3 Often 3 3 2 1 Never 87 84 86 88 Rarely 7 9 8 9 Sometimes 3 5 4 2 Often 3 3 2 1 How often do you hear teachers or school staff make negative comments or use slurs based on... sex (male or female)? sexual orientation? gender identity or expression? having LGBTQ parents or family members? having LGBTQ friends? Question HS/MS I.36-40: How often do you hear teachers or school staff make negative comments or use slurs based on... sex (male or female)?... sexual orientation (gay, lesbian, bisexual, queer, or straight)?... gen­ der identity or expression (transgender, or not being “feminine” or “masculine” enough)?... having LGBTQ parents or family members?... having LGBTQ friends? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 67 Main Report – Module I: Gender & Sex-Based Harassment Table I4.5 Pro-Bullying Attitudes Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 53 50 56 47 Disagree 31 32 27 34 Agree 12 14 12 14 5 4 5 5 Strongly disagree 68 62 65 54 Disagree 20 22 20 26 Agree 8 11 11 13 Strongly agree 4 4 4 7 Students who are bullied or teased mostly deserve it. Strongly agree Bullying is sometimes fun to do. Question HS/MS I.50, 51: How much do you agree with the following statements?... Students who are bullied or teased mostly deserve it... Bullying is sometimes fun to do. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 68 Main Report – Module I: Gender & Sex-Based Harassment 5. Intervening Behaviors, Response to Bullying, and Supports Table I5.1 Intervening Behaviors by Peers, LGBT-Specific Grade 7 % Grade 9 % Grade 11 % NT % Never stop 23 24 22 27 Rarely stop 18 18 18 15 Sometimes stop 20 21 21 13 Often stop 12 12 13 10 Not applicable 26 25 26 34 Never stop 23 23 21 26 Rarely stop 19 19 18 15 Sometimes stop 21 22 22 16 Often stop 14 13 14 10 Not applicable 23 23 25 33 Never stop 23 24 22 26 Rarely stop 18 18 17 16 Sometimes stop 20 21 21 15 Often stop 12 12 12 10 Not applicable 26 25 27 33 How often do you see or hear other students STOP others from making negative comments or using slurs based on the following characteristics?... sex (male or female)? sexual orientation? gender identity or expression? Question HS/MS I.31-33: How often do you see or hear other students STOP others from making negative com­ ments or using slurs based on the following characteristics? Mark Not Applicable if you have never observed a situation where students had the opportunity to intervene... sex (male or female)?... sexual orientation (gay, lesbian, bisexual, queer, or straight)?... gender identity or expression (transgender, or not being “feminine” or “masculine” enough)? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 69 Main Report – Module I: Gender & Sex-Based Harassment Table I5.1 Intervening Behaviors by Peers, LGBT-Specific – Continued Grade 7 % How often do you see or hear other students STOP others from making negative comments or using slurs based on the following characteristics?... Grade 9 % Grade 11 % NT % having LGBTQ parents or family members? Never stop 23 23 22 27 Rarely stop 15 16 14 15 Sometimes stop 16 18 18 15 Often stop 12 12 11 9 Not applicable 34 31 34 35 Never stop 22 23 22 28 Rarely stop 16 15 14 14 Sometimes stop 17 19 19 15 Often stop 14 13 12 9 Not applicable 30 30 33 34 having LGBTQ friends? Question HS/MS I.34, 35: How often do you see or hear other students STOP others from making negative comments or using slurs based on the following characteristics? Mark Not Applicable if you have never observed a situation where students had the opportunity to intervene... having LGBTQ parents or family members?... having LGBTQ friends? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 70 Main Report – Module I: Gender & Sex-Based Harassment Table I5.2 Intervening Behaviors by Adults, LGBT-Specific How often do you see or hear teachers or school staff STOP others from making negative comments or using slurs based on the following characteristics?... sex (male or female)? Never stop Rarely stop Sometimes stop Often stop Not applicable sexual orientation? Never stop Rarely stop Sometimes stop Often stop Not applicable gender identity or expression? Never stop Rarely stop Sometimes stop Often stop Not applicable having LGBTQ parents or family members? Never stop Rarely stop Sometimes stop Often stop Not applicable having LGBTQ friends? Never stop Rarely stop Sometimes stop Often stop Not applicable Grade 7 % Grade 9 % Grade 11 % NT % 17 9 14 30 30 18 8 17 29 29 18 8 15 26 32 26 10 7 28 30 16 10 15 31 28 16 9 17 30 28 17 8 15 27 32 26 8 6 30 30 16 10 15 29 30 17 9 17 28 30 18 8 15 26 34 26 10 6 28 29 17 9 13 26 35 17 8 15 27 33 18 7 13 24 37 26 8 6 29 31 17 9 13 27 34 18 8 15 27 33 18 8 13 25 37 26 7 7 28 31 Question HS/MS I.41-45: How often do you see or hear teachers or school staff STOP others from making negative comments or using slurs based on the following characteristics? Mark Not Applicable if you have never observed a situation where teachers or other school staff had the opportunity to intervene... sex (male or female)?... sexual orientation (gay, lesbian, bisexual, queer, or straight)?... gender identity or expression (transgender, or not being “feminine” or “masculine” enough)?... having LGBTQ parents or family mem­ bers?... having LGBTQ friends? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 71 Main Report – Module I: Gender & Sex-Based Harassment Table I5.3 Student Response to Bullying Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 19 22 20 20 Disagree 24 28 29 28 Agree 36 37 39 36 Strongly agree 21 13 13 16 Strongly disagree 17 19 17 20 Disagree 22 26 23 26 Agree 40 41 45 36 Strongly agree 22 14 15 18 Strongly disagree 12 12 10 14 Disagree 15 17 15 20 Agree 49 54 57 47 Strongly agree 25 16 18 19 If another student was bullying me, I would tell the principal or assistant principal. If another student was bullying me, I would tell one of the teachers or other staff at school. If I tell a teacher that someone is bullying me, the teacher will do something to help. Question HS/MS I.46-48: How much do you agree with the following statements?... If another student was bullying me, I would tell the principal or assistant principal... If another student was bullying me, I would tell one of the teachers or other staff at school... If I tell a teacher that someone is bullying me, the teacher will do something to help. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 72 Main Report – Module I: Gender & Sex-Based Harassment Table I5.4 Willingness to Seek Help about LGBT-Related Issues at School Grade 7 % If you wanted information and support about sexual orientation, gender identity, or LGBTQ issues, how likely is it that you would go to... Grade 9 % Grade 11 % NT % a school counselor or school psychologist? Not at all likely 41 46 47 38 A little likely 36 35 36 39 Very likely 23 19 17 23 Not at all likely 50 53 48 41 A little likely 36 34 39 41 Very likely 14 13 14 18 Not at all likely 57 61 61 44 A little likely 29 28 29 38 Very likely 14 11 10 19 Not at all likely 66 64 64 49 A little likely 26 27 28 37 8 9 9 14 Not at all likely 32 29 26 40 A little likely 32 35 37 32 Very likely 36 35 37 29 a teacher? a school principal or assistant principal? other adults at school? Very likely a friend at your school? Question HS/MS I.14-18: If you wanted information and support about sexual orientation, gender identity, or LGBTQ issues, how likely is it that you would go to... a school counselor or school psychologist?... a teacher?... a school principal or assistant principal?... other adults at school (e.g., the school custodian, hallway monitor, or parent volunteer)?... a friend at your school? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 73 Main Report – Module I: Gender & Sex-Based Harassment Table I5.5 Willingness to Seek Help about LGBT-Related Issues outside of School Grade 7 Grade 9 % % If you wanted information and support about sexual orientation, gender identity, or LGBTQ issues, how likely is it that you would go to... Grade 11 % NT % an older brother or sister? Not at all likely 43 43 42 47 A little likely 29 32 33 29 Very likely 28 25 25 24 Not at all likely 34 39 42 46 A little likely 28 32 34 32 Very likely 38 29 24 22 Not at all likely 60 57 54 49 A little likely 27 30 31 31 Very likely 13 13 14 20 your parent or guardian? a friend’s parent or other adult not at school? Question HS/MS I.19-21: If you wanted information and support about sexual orientation, gender identity, or LGBTQ issues, how likely is it that you would go to... an older brother or sister?... your parent or guardian?... a friend’s parent or other adult not at school? Note: Cells are empty if there are less than 10 respondents. Table I5.6 Supports from Adults on Personal Problems Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 18 18 14 17 Disagree 21 24 19 23 Agree 39 43 49 41 Strongly agree 21 15 18 20 There are adults at this school I could turn to if I had a personal problem. Question HS/MS I.49: How much do you agree with the following statements?... There are adults at this school I could turn to if I had a personal problem. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 74 Main Report – Module I: Gender & Sex-Based Harassment 6. School Resources and Policies Table I6.1 Knowledge of LGBT-Specific Resources and Policies at School Grade 7 % Does your school have support groups or clubs for students who are LGBTQ and friends or allies of LGBTQ students? Grade 9 % Grade 11 % NT % Yes 50 48 61 29 No 16 6 5 21 Don’t know 34 46 34 50 Yes 18 23 27 22 No 56 47 44 37 Don’t know 26 30 29 40 Yes 30 27 34 28 No 34 29 25 19 Don’t know 36 44 41 53 Do you talk about LGBTQ people or issues in your classes at school? If you wanted information and support from your school about sexual orientation, gender identity, or LGBTQ issues, would you know where to go? Question HS/MS I.11-13: Does your school have support groups or clubs for students who are LGBTQ and friends or allies of LGBTQ students (e.g., Gay-Straight Alliances)?... Do you talk about LGBTQ people or issues in your classes at school?... If you wanted information and support from your school about sexual orientation, gender identity, or LGBTQ issues, would you know where to go? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 75 Main Report – Module I: Gender & Sex-Based Harassment Table I6.2 School Policy on Gender & Sex-Based Harassment Grade 7 % Grade 9 % Grade 11 % NT % Yes 42 42 44 47 No 14 10 10 15 Don’t know 44 48 46 38 Yes 40 40 42 46 No 14 10 11 15 Don’t know 45 49 47 39 Does your school have a policy that prohibits students and staff from harassing someone based on... sexual orientation? gender identity or expression? Question HS/MS I.22, 23: Does your school have a policy that prohibits students and staff from harassing someone based on... sexual orientation (gay, lesbian, bisexual, queer, or straight)?... gender identity or ex­ pression (transgender, or not being “feminine” or “masculine” enough)? Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 76 Main Report – Module I: Gender & Sex-Based Harassment School Climate Module 1. Module Sample Table N1.1 Student Sample for School Climate Module Student Sample Size Target sample Final number Response Rate NTA Grade 7 Grade 9 Grade 11 7,153 8,196 6,197 1,244 6,066 4,245 3,032 223 85% 52% 49% 18% Note: A NT includes continuation, community day, and other alternative school types. San Diego Unified 2017-18 Page 77 Main Report – Module N: School Climate 2. Supports for Learning & Student Academic Engagement Table N2.1 Supports for Learning Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 13 11 9 12 Disagree 19 19 17 11 Neither disagree nor agree 37 42 41 41 Agree 23 22 26 23 7 6 6 14 Strongly disagree 6 6 5 6 Disagree 7 9 7 5 Neither disagree nor agree 21 26 24 24 Agree 40 40 44 37 Strongly agree 26 19 19 29 Strongly disagree 6 6 5 8 Disagree 7 8 8 4 Neither disagree nor agree 22 27 27 20 Agree 42 42 43 40 Strongly agree 24 18 18 27 9 10 10 9 Disagree 11 15 15 7 Neither disagree nor agree 24 30 29 24 Agree 36 32 34 35 Strongly agree 19 13 13 24 Students at this school are motivated to learn. Strongly agree Adults at this school encourage me to work hard so I can be successful in college or at the job I choose. My teachers work hard to help me with my schoolwork when I need it. Teachers show how classroom lessons are helpful to students in real life. Strongly disagree Question HS/MS N.1-4: How strongly do you agree or disagree with the following statements about your school?... Students at this school are motivated to learn... Adults at this school encourage me to work hard so I can be successful in college or at the job I choose... My teachers work hard to help me with my schoolwork when I need it... Teachers show how classroom lessons are helpful to students in real life. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 78 Main Report – Module N: School Climate Table N2.1 Supports for Learning – Continued Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 5 5 3 7 Disagree 5 5 5 3 Neither disagree nor agree 17 22 21 24 Agree 44 48 49 39 Strongly agree 29 21 21 27 Strongly disagree 6 5 4 7 Disagree 7 8 6 5 Neither disagree nor agree 29 35 36 37 Agree 39 39 42 34 Strongly agree 19 13 12 16 Strongly disagree 7 7 5 10 Disagree 7 8 9 4 Neither disagree nor agree 26 32 31 26 Agree 38 39 41 36 Strongly agree 21 15 15 25 Strongly disagree 8 8 6 9 Disagree 9 11 9 5 Neither disagree nor agree 27 31 30 25 Agree 36 34 39 33 Strongly agree 21 16 16 28 Teachers give students a chance to take part in classroom discussions or activities. This school promotes academic success for all students. This school is a supportive and inviting place for students to learn. Teachers go out of their way to help students. Question HS/MS N.5-7, 50: How strongly do you agree or disagree with the following statements about your school?... Teachers give students a chance to take part in classroom discussions or activities... This school is a supportive and inviting place for students to learn... Teachers go out of their way to help students... This school promotes academic success for all students. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 79 Main Report – Module N: School Climate Table N2.1 Supports for Learning – Continued Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 11 11 9 8 Disagree 14 15 15 7 Neither disagree nor agree 24 30 30 28 Agree 33 31 32 30 Strongly agree 18 13 14 27 Strongly disagree 7 8 6 9 Disagree 8 10 10 5 Neither disagree nor agree 24 28 29 24 Agree 39 38 39 34 Strongly agree 21 16 16 27 Strongly disagree 17 13 12 27 Disagree 31 31 33 24 Neither disagree nor agree 31 38 39 30 Agree 13 12 11 12 8 5 5 6 Teachers help students catch up when they return from an absence. My teachers give me useful feedback on my work. My classroom is so crowded it is hard to concentrate and learn. Strongly agree Question HS/MS N.8, 9, 42: How strongly do you agree or disagree with the following statements about your school?... Teachers help students catch up when they return from an absence... My teachers give me useful feedback on my work... My classroom is so crowded it is hard to concentrate and learn. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 80 Main Report – Module N: School Climate Table N2.2 Student Academic Mindset and Learning Engagement Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 13 10 6 9 Disagree 20 20 16 14 Neither disagree nor agree 45 46 47 43 Agree 18 20 26 26 4 4 5 9 9 8 5 9 Disagree 17 17 13 11 Neither disagree nor agree 45 47 48 42 Agree 22 23 28 29 7 5 6 9 Strongly disagree 12 9 6 10 Disagree 20 18 15 10 Neither disagree nor agree 37 43 41 40 Agree 26 26 32 30 5 5 6 10 9 7 6 9 Disagree 19 17 14 11 Neither disagree nor agree 46 49 48 48 Agree 21 23 28 24 4 4 5 8 Students pay attention in class. Strongly agree Students try their best in school. Strongly disagree Strongly agree Students usually follow the rules at school. Strongly agree Students turn in their homework on time. Strongly disagree Strongly agree Question HS/MS N.46-49: How strongly do you agree or disagree with the following statements about your school?... Students pay attention in class... Students try their best in school... Students usually follow the rules at school... Students turn in their homework on time. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 81 Main Report – Module N: School Climate 3. Fairness and Respect for Diversity Table N3.1 Fairness and Respect Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 10 8 7 8 Disagree 12 12 14 6 Neither disagree nor agree 27 33 34 27 Agree 32 34 33 37 Strongly agree 18 13 12 21 Strongly disagree 16 13 9 12 Disagree 22 23 21 12 Neither disagree nor agree 38 39 40 34 Agree 18 19 23 29 6 6 6 13 Strongly disagree 12 7 8 11 Disagree 14 11 13 9 Neither disagree nor agree 30 35 36 31 Agree 30 36 34 31 Strongly agree 13 11 9 19 Strongly disagree 14 9 10 11 Disagree 16 14 14 6 Neither disagree nor agree 29 36 36 33 Agree 29 31 30 32 Strongly agree 13 10 10 18 Adults at this school treat all students with respect. Students treat teachers with respect. Strongly agree The school rules are fair. All students are treated fairly when they break school rules. Question HS/MS N.10-13: How strongly do you agree or disagree with the following statements about your school?... Adults at this school treat all students with respect... Students treat teachers with respect... The school rules are fair... All students are treated fairly when they break school rules. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 82 Main Report – Module N: School Climate Table N3.1 Fairness and Respect – Continued Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 10 7 6 7 Disagree 10 12 11 6 Neither disagree nor agree 32 42 44 41 Agree 32 29 30 31 Strongly agree 16 9 9 15 When there is a conflict between people, this school tries to make sure all sides are heard to help resolve the conflict. Question HS/MS N.51: How strongly do you agree or disagree with the following statements about your school?... When there is a conflict between people, this school tries to make sure all sides are heard to help resolve the conflict (like restorative practices). Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 83 Main Report – Module N: School Climate Table N3.2 Respect for Diversity Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 49 38 34 38 Disagree 24 28 30 23 Neither disagree nor agree 16 22 24 26 Agree 6 8 8 8 Strongly agree 5 4 4 5 Strongly disagree 30 24 22 32 Disagree 24 27 28 22 Neither disagree nor agree 27 32 35 30 Agree 12 12 11 11 7 5 5 5 Strongly disagree 12 8 7 14 Disagree 14 13 11 8 Neither disagree nor agree 31 37 38 35 Agree 27 30 32 26 Strongly agree 15 12 12 17 Strongly disagree 7 6 6 13 Disagree 6 8 7 5 Neither disagree nor agree 22 33 33 33 Agree 35 36 37 28 Strongly agree 30 18 17 21 I have been disrespected by an adult at this school because of my race, ethnicity, or culture. There is a lot of tension in this school between people of different cultures, races, or ethnicities. Strongly agree Students in this school respect each other’s differences. Adults in this school respect differences in students. Question HS/MS N.36-39: How strongly do you agree or disagree with the following statements about your school?... I have been disrespected by an adult at this school because of my race, ethnicity, or culture... There is a lot of tension in this school between people of different cultures, races, or ethnicities... Students in this school respect each other’s differences (for example, gender, race, culture, sexual orientation)... Adults in this school respect differences in students (for example, gender, race, culture, sexual orientation). Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 84 Main Report – Module N: School Climate Table N3.2 Respect for Diversity – Continued Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 7 6 6 12 Disagree 7 8 7 4 Neither disagree nor agree 27 38 38 32 Agree 34 33 35 31 Strongly agree 25 16 15 21 Teachers show that they think it is important for students of different races and cultures at this school to get along with each other. Question HS/MS N.40: How strongly do you agree or disagree with the following statements about your school?... Teachers show that they think it is important for students of different races and cultures at this school to get along with each other. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 85 Main Report – Module N: School Climate 4. Disciplinary Environment Table N4.1 Consistency and Clarity of Rules and Expectations Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 6 6 5 8 Disagree 8 9 9 5 Neither disagree nor agree 20 28 29 27 Agree 39 40 42 37 Strongly agree 27 17 16 23 5 5 3 8 Disagree 10 11 10 8 Neither disagree nor agree 28 35 37 35 Agree 40 38 40 31 Strongly agree 17 11 11 18 Strongly disagree 4 4 3 7 Disagree 7 7 6 8 Neither disagree nor agree 22 33 34 34 Agree 46 43 45 34 Strongly agree 20 13 12 16 This school clearly informs students what would happen if they break school rules. Rules in this school are made clear to students. Strongly disagree This school makes it clear how students are expected to act. Question HS/MS N.14, 19-20: How strongly do you agree or disagree with the following statements about your school?... This school clearly informs students what would happen if they break school rules... Rules in this school are made clear to students... This school makes it clear how students are expected to act. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 86 Main Report – Module N: School Climate Table N4.2 Disciplinary Harshness Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 12 9 6 13 Disagree 23 24 21 17 Neither disagree nor agree 35 43 45 39 Agree 17 16 18 18 Strongly agree 13 8 10 13 Strongly disagree 10 8 7 11 Disagree 18 17 18 15 Neither disagree nor agree 30 40 43 36 Agree 23 24 22 24 Strongly agree 19 11 10 14 7 6 5 9 Disagree 11 13 15 13 Neither disagree nor agree 28 39 40 39 Agree 31 29 29 25 Strongly agree 23 13 11 14 7 6 5 12 Disagree 20 22 23 21 Neither disagree nor agree 48 54 55 47 Agree 17 14 13 15 8 5 4 4 The rules in this school are too strict. It is easy for students to get kicked out of class or get suspended. Students get in trouble for breaking small rules. Strongly disagree Teachers are very strict here. Strongly disagree Strongly agree Question HS/MS N.15-18: How strongly do you agree or disagree with the following statements about your school?... The rules in this school are too strict... It is easy for students to get kicked out of class or get suspended... Students get in trouble for breaking small rules... Teachers are very strict here. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 87 Main Report – Module N: School Climate 5. Student Peer Relationships Table N5.1 Peer Caring Relationships Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 7 5 4 8 Disagree 9 8 8 7 Neither disagree nor agree 29 35 37 38 Agree 37 39 40 33 Strongly agree 18 13 12 13 9 6 5 9 Disagree 11 11 11 7 Neither disagree nor agree 36 38 41 44 Agree 31 33 34 25 Strongly agree 13 11 9 15 Strongly disagree 13 8 6 8 Disagree 18 15 13 9 Neither disagree nor agree 40 43 45 41 Agree 22 26 29 31 7 8 7 11 Strongly disagree 10 6 5 8 Disagree 14 11 9 7 Neither disagree nor agree 42 44 43 43 Agree 26 31 34 29 8 8 8 12 Students enjoy doing things with each other during school activities. Students care about each other. Strongly disagree Students treat each other with respect. Strongly agree Students get along well with each other. Strongly agree Question HS/MS N.21-24: How strongly do you agree or disagree with the following statements about your school?... Students enjoy doing things with each other during school activities... Students care about each other... Students treat each other with respect... Students get along well with each other. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 88 Main Report – Module N: School Climate 6. Social and Emotional Learning Table N6.1 Supports for Social and Emotional Learning Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 7 6 5 8 Disagree 9 9 8 5 Neither disagree nor agree 30 38 39 37 Agree 38 36 39 35 Strongly agree 16 11 10 16 Strongly disagree 15 16 13 7 Disagree 18 20 20 7 Neither disagree nor agree 29 37 39 38 Agree 27 20 21 33 Strongly agree 11 6 6 15 8 8 6 8 Disagree 11 12 13 6 Neither disagree nor agree 32 40 41 36 Agree 36 31 31 31 Strongly agree 14 10 9 19 Strongly disagree 7 7 5 7 Disagree 9 11 12 7 Neither disagree nor agree 28 37 40 33 Agree 41 35 35 35 Strongly agree 14 10 9 19 This school encourages students to feel responsible for how they act. Students are often given rewards for being good. This school encourages students to understand how others think and feel. Strongly disagree Students are taught that they can control their own behavior. Question HS/MS N.25-28: How strongly do you agree or disagree with the following statements about your school?... This school encourages students to feel responsible for how they act... Students are often given rewards for being good... This school encourages students to understand how others think and feel... Students are taught that they can control their own behavior. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 89 Main Report – Module N: School Climate Table N6.1 Supports for Social and Emotional Learning – Continued Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 10 8 6 7 Disagree 12 13 13 10 Neither disagree nor agree 30 40 42 34 Agree 34 30 31 32 Strongly agree 14 9 9 17 8 7 6 8 Disagree 10 11 12 6 Neither disagree nor agree 30 40 41 36 Agree 37 32 33 32 Strongly agree 15 10 9 18 This school helps students solve conflicts with one another. This school encourages students to care about how others feel. Strongly disagree Question HS/MS N.29-30: How strongly do you agree or disagree with the following statements about your school?... This school helps students solve conflicts with one another... This school encourages students to care about how others feel. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 90 Main Report – Module N: School Climate 7. School Anti-Bullying Climate Table N7.1 School Responses to Bullying Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 6 5 4 6 Disagree 5 7 7 6 Neither disagree nor agree 18 29 31 30 Agree 35 38 39 33 Strongly agree 35 21 19 25 Strongly disagree 13 11 9 10 Disagree 11 13 12 12 Neither disagree nor agree 25 34 35 30 Agree 27 27 29 29 Strongly agree 23 15 15 19 Strongly disagree 15 12 11 8 Disagree 17 17 18 11 Neither disagree nor agree 37 44 45 40 Agree 21 19 19 26 9 8 7 14 Teachers here make it clear to students that bullying is not tolerated. If another student was bullying me, I would tell one of the teachers or staff at school. Students tell teachers when other students are being bullied. Strongly agree Question HS/MS N.31-33: How strongly do you agree or disagree with the following statements about your school?... Teachers here make it clear to students that bullying is not tolerated... If another student was bullying me, I would tell one of the teachers or staff at school... Students tell teachers when other students are being bullied. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 91 Main Report – Module N: School Climate Table N7.1 School Responses to Bullying – Continued Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 8 6 5 7 Disagree 7 7 6 7 Neither disagree nor agree 27 38 37 30 Agree 34 33 37 35 Strongly agree 24 16 16 21 Strongly disagree 18 12 10 8 Disagree 16 14 13 11 Neither disagree nor agree 35 43 43 40 Agree 20 22 24 27 Strongly agree 10 9 9 15 If I tell a teacher that someone is bullying me, the teacher will do something to help. Students here try to stop bullying when they see it happening. Question HS/MS N.34-35: How strongly do you agree or disagree with the following statements about your school?... If I tell a teacher that someone is bullying me, the teacher will do something to help... Students here try to stop bullying when they see it happening. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 92 Main Report – Module N: School Climate 8. College and Career Planning Table N8.1 Supports for College and Career Planning Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 15 9 9 8 Disagree 16 12 11 9 Neither disagree nor agree 34 40 39 37 Agree 22 28 30 27 Strongly agree 12 11 11 20 Strongly disagree 21 10 10 8 Disagree 20 13 12 8 Neither disagree nor agree 30 37 34 36 Agree 19 28 32 31 Strongly agree 11 12 12 18 Strongly disagree 16 9 9 8 Disagree 14 10 10 6 Neither disagree nor agree 28 35 34 31 Agree 27 32 35 33 Strongly agree 15 15 13 21 This school has helped me put my college and career goals and experiences in a plan which I update every year. This school has helped me learn about colleges, how to apply to them, and get financial aid if I need it. This school has helped me think about and explore future career options. Question HS/MS N.53-55: This school has helped me put my college and career goals and experiences in a plan which I update every year... This school has helped me learn about colleges, how to apply to them, and get financial aid if I need it... This school has helped me think about and explore future career options. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 93 Main Report – Module N: School Climate 9. Facilities Physical Environment Table N9.1 Quality of Physical Environment Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 13 10 10 10 Disagree 17 15 17 6 Neither disagree nor agree 33 39 39 34 Agree 27 29 27 31 Strongly agree 10 8 7 19 Strongly disagree 16 10 11 10 Disagree 19 17 16 5 Neither disagree nor agree 33 38 39 28 Agree 23 28 27 38 9 8 7 20 The schoolyard and buildings are clean and in good condition. The school grounds are kept clean. Strongly agree Question HS/MS N.41, 45: How strongly do you agree or disagree with the following statements about your school?... The schoolyard and buildings are clean and in good condition... The school grounds are kept clean. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 94 Main Report – Module N: School Climate 10. Scheduled Lunch and Drinkable Water Table N10.1 Scheduled Lunch at School Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 12 10 9 10 Disagree 12 12 12 8 Neither disagree nor agree 26 34 36 33 Agree 32 33 34 32 Strongly agree 18 11 10 17 Strongly disagree 14 11 11 11 Disagree 14 13 13 8 Neither disagree nor agree 20 29 31 33 Agree 32 33 33 31 Strongly agree 20 13 11 17 I eat my lunch at the right time of day. I have plenty of time to eat my lunch. Question HS/MS N.43, 44: How strongly do you agree or disagree with the following statements about your school?... I eat my lunch at the right time of day... I have plenty of time to eat my lunch. Note: Cells are empty if there are less than 10 respondents. Table N10.2 Clean and Drinkable Water Grade 7 % Grade 9 % Grade 11 % NT % Strongly disagree 11 9 9 7 Disagree 13 13 12 6 Neither disagree nor agree 28 36 38 36 Agree 31 32 31 33 Strongly agree 16 11 9 17 This school has clean and drinkable water. Question HS/MS N.52: How strongly do you agree or disagree with the following statements about your school?... I eat my lunch at the right time of day... I have plenty of time to eat my lunch. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 95 Main Report – Module N: School Climate Social Emotional Health Module 1. Module Sample Table P1.1 Student Sample for Social Emotional Health Module Student Sample Size Target sample Final number Response Rate NTA Grade 7 Grade 9 Grade 11 7,153 8,196 6,197 1,244 0 1,177 787 0 0% 14% 13% 0% Note: A NT includes continuation, community day, and other alternative school types. San Diego Unified 2017-18 Page 96 Main Report – Module P: Social Emotional Health 2. Summary of Key Indicators Table P2.1 Key Indicators of Social Emotional Health Grade 7 % Covitality† Belief in self † Grade 9 Grade 11 % % 31 31 NT % Table P3.1 29 27 P4.1 Belief in others† 39 40 P5.1 Emotional competence† 34 36 P6.1 23 21 P7.1 Social emotional distress† 18 18 P8.1 Growth mindset‡ 41 43 P9.1 Goals 56 59 P10.1 Collaboration† 31 32 P11.1 Problem solving† 26 25 P12.1 Engaged living † † Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with scale categories for domains or sub-domains, or item-level results for the survey questions that comprise each scale. † Average percent of respondents reporting “Very much true.” ‡ Average percent of respondents reporting “Not at all true.” San Diego Unified 2017-18 Page 97 Main Report – Module P: Social Emotional Health 3. Covitality Table P3.1 Covitality and Subscales Grade 7 % Grade 9 Grade 11 % % NT % Table Covitality Average Reporting “Very much true” 31 31 High 39 41 Moderate 55 56 6 3 Average Reporting “Very much true” 29 27 High 35 33 Moderate 56 59 9 7 Average Reporting “Very much true” 39 40 High 49 53 Moderate 44 44 7 4 Average Reporting “Very much true” 34 36 High 48 56 Moderate 47 42 5 2 Average Reporting “Very much true” 23 21 High 32 28 Moderate 50 57 Low 19 15 Low Belief in self Low P4.1 Belief in others Low P5.1 Emotional competence Low P6.1 Engaged living P7.1 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with scale categories for sub-domains. San Diego Unified 2017-18 Page 98 Main Report – Module P: Social Emotional Health 4. Belief in Self Table P4.1 Belief in Self Domain and Subdomains Grade 7 % Grade 9 Grade 11 % % NT % Table Belief in self Average Reporting “Very much true” 29 27 High 35 33 Moderate 56 59 9 7 Average Reporting “Very much true” 33 32 High 42 42 Moderate 51 54 7 4 Average Reporting “Very much true” 36 36 High 44 42 Moderate 48 52 9 6 Average Reporting “Very much true” 18 14 High 18 13 Moderate 61 65 Low 21 22 Low Self-efficacy Low P4.2 Self-awareness Low P4.3 Persistence P4.4 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with item-level results for the survey questions that comprise each scale. San Diego Unified 2017-18 Page 99 Main Report – Module P: Social Emotional Health Table P4.2 Self-Efficacy Scale Questions Grade 7 % Grade 9 % Grade 11 % 33 32 5 3 A little true 24 26 Pretty much true 40 42 Very much true 30 29 6 3 A little true 17 18 Pretty much true 39 41 Very much true 39 38 8 5 A little true 23 29 Pretty much true 38 36 Very much true 31 29 NT % Self-efficacy Average Reporting “Very much true” I can work out my problems. Not at all true I can do most things if I try. Not at all true There are many things that I do well. Not at all true Question HS/MS P.1-3: Please tell us how true each statement is of you... I can work out my problems... I can do most things if I try... There are many things that I do well. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 100 Main Report – Module P: Social Emotional Health Table P4.3 Self-Awareness Scale Questions Grade 7 % Grade 9 % Grade 11 % 36 36 Not at all true 11 8 A little true 20 19 Pretty much true 26 30 Very much true 43 44 Not at all true 12 9 A little true 23 26 Pretty much true 34 36 Very much true 31 29 7 5 A little true 19 21 Pretty much true 39 40 Very much true 35 34 NT % Self-awareness Average Reporting “Very much true” There is a purpose to my life. I understand my moods and feelings. I understand why I do what I do. Not at all true Question HS/MS P.4, 6, 7: Please tell us how true each statement is of you... There is a purpose to my life... I understand my moods and feelings... I understand why I do what I do. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 101 Main Report – Module P: Social Emotional Health Table P4.4 Persistence Scale Questions Grade 7 % Grade 9 % Grade 11 % 18 14 Not at all true 21 20 A little true 38 41 Pretty much true 26 26 Very much true 15 13 Not at all true 22 24 A little true 34 35 Pretty much true 28 29 Very much true 15 12 Not at all true 15 18 A little true 29 32 Pretty much true 31 33 Very much true 25 16 NT % Persistence Average Reporting “Very much true” When I do not understand something, I ask the teacher again and again until I understand. I try to answer all the questions asked in class. When I try to solve a math problem, I will not stop until I find a final solution. Question HS/MS P.9-11: Please tell us how true each statement is of you... When I do not understand some­ thing, I ask the teacher again and again until I understand... I try to answer all the questions asked in class... When I try to solve a math problem, I will not stop until I find a final solution. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 102 Main Report – Module P: Social Emotional Health 5. Belief in Others Table P5.1 Belief in Others Domain and Subdomains Grade 7 % Grade 9 Grade 11 % % NT % Table Belief in others Average Reporting “Very much true” 39 40 High 49 53 Moderate 44 44 7 4 Average Reporting “Very much true” 34 38 High 39 44 Moderate 50 51 Low 11 6 Average Reporting “Very much true” 37 35 High 45 44 Moderate 44 46 Low 11 10 Average Reporting “Very much true” 45 45 High 51 52 Moderate 37 39 Low 12 9 Low School supports P5.2 Family connectedness P5.3 Peer supports P5.4 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with item-level results for the survey questions that comprise each scale. San Diego Unified 2017-18 Page 103 Main Report – Module P: Social Emotional Health Table P5.2 School Supports Scale Questions Grade 7 % Grade 9 % Grade 11 % 34 38 5 3 A little true 21 17 Pretty much true 34 39 Very much true 40 41 Not at all true 11 7 A little true 27 20 Pretty much true 34 39 Very much true 28 35 Not at all true 10 6 A little true 23 20 Pretty much true 33 38 Very much true 33 37 NT % School supports Average Reporting “Very much true” At my school, there is a teacher or some other adult... who always wants me to do my best. Not at all true who listens to me when I have something to say. who believes that I will be a success. Question HS/MS A.38-40: At my school, there is a teacher or some other adult... who always wants me to do my best... who listens to me when I have something to say... who believes that I will be a success. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 104 Main Report – Module P: Social Emotional Health Table P5.3 Family Connectedness Scale Questions Grade 7 % Grade 9 % Grade 11 % 37 35 8 7 A little true 19 19 Pretty much true 32 35 Very much true 41 39 9 8 A little true 23 25 Pretty much true 31 30 Very much true 37 37 8 8 A little true 23 23 Pretty much true 37 39 Very much true 31 31 NT % Family connectedness Average Reporting “Very much true” My family members really help and support one another. Not at all true There is a feeling of togetherness in my family. Not at all true My family really gets along well with each other. Not at all true Question HS/MS P.51-53: How true do you feel these statements are about your family and friends?... My family members really help and support one another... There is a feeling of togetherness in my family... My family really gets along well with each other. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 105 Main Report – Module P: Social Emotional Health Table P5.4 Peer Supports Scale Questions Grade 7 % Grade 9 % Grade 11 % 45 45 8 4 A little true 16 18 Pretty much true 27 29 Very much true 49 48 Not at all true 15 10 A little true 21 22 Pretty much true 24 26 Very much true 40 42 Not at all true 10 8 A little true 17 17 Pretty much true 26 29 Very much true 47 46 NT % Peer supports Average Reporting “Very much true” I have a friend my age who really cares about me. Not at all true I have a friend my age who talks with me about my problems. I have a friend my age who helps me when I’m having a hard time. Question HS/MS P.54-56: How true do you feel these statements are about your family and friends?... I have a friend my age who really cares about me... I have a friend my age who talks with me about my problems... I have a friend my age who helps me when I’m having a hard time. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 106 Main Report – Module P: Social Emotional Health 6. Emotional Competence Table P6.1 Emotional Competence Domain and Subdomains Grade 7 % Grade 9 Grade 11 % % NT % Table Emotional competence Average Reporting “Very much true” 34 36 High 48 56 Moderate 47 42 5 2 Average Reporting “Very much true” 35 36 High 46 48 Moderate 50 50 4 2 Average Reporting “Very much true” 41 46 High 51 57 Moderate 42 39 7 5 Average Reporting “Very much true” 24 26 High 30 33 Moderate 65 63 5 4 Low Emotional regulation Low P6.2 Empathy Low P6.3 Behavioral self-control Low P6.4 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with item-level results for the survey questions that comprise each scale. San Diego Unified 2017-18 Page 107 Main Report – Module P: Social Emotional Health Table P6.2 Emotional Regulation Scale Questions Grade 7 % Grade 9 % Grade 11 % 35 36 4 1 A little true 16 10 Pretty much true 40 42 Very much true 41 47 6 4 A little true 24 25 Pretty much true 44 44 Very much true 26 27 6 4 A little true 19 22 Pretty much true 37 42 Very much true 38 33 NT % Emotional Regulation Average Reporting “Very much true” I accept responsibility for my actions. Not at all true When I make a mistake I admit it. Not at all true I can deal with being told no. Not at all true Question HS/MS P.12, 14, 15: Please tell us how true each statement is of you... I accept responsibility for my actions... When I make a mistake I admit it... I can deal with being told no. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 108 Main Report – Module P: Social Emotional Health Table P6.3 Empathy Scale Questions Grade 7 % Grade 9 % Grade 11 % 41 46 7 6 A little true 20 17 Pretty much true 32 31 Very much true 41 46 5 4 A little true 17 14 Pretty much true 35 36 Very much true 43 46 6 5 A little true 21 16 Pretty much true 35 34 Very much true 39 46 NT % Empathy Average Reporting “Very much true” I feel bad when someone gets their feelings hurt. Not at all true I try to understand what other people go through. Not at all true I try to understand how other people feel and think. Not at all true Question HS/MS P.16, 18, 20: Please tell us how true each statement is of you... I feel bad when someone gets their feelings hurt... I try to understand what other people go through... I try to understand how other people feel and think. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 109 Main Report – Module P: Social Emotional Health Table P6.4 Behavioral Self-Control Scale Questions Grade 7 % Grade 9 % Grade 11 % 24 26 6 5 A little true 22 21 Pretty much true 43 44 Very much true 29 30 7 4 A little true 29 27 Pretty much true 40 43 Very much true 24 27 8 5 A little true 33 30 Pretty much true 38 43 Very much true 21 23 NT % Behavioral self-control Average Reporting “Very much true” I can wait for what I want. Not at all true I don’t bother others when they are busy. Not at all true I think before I act. Not at all true Question HS/MS P.21, 23, 24: Please tell us how true each statement is of you... I can wait for what I want... I don’t bother others when they are busy... I think before I act. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 110 Main Report – Module P: Social Emotional Health 7. Engaged Living Table P7.1 Engaged Living Domain and Subdomains Grade 7 % Grade 9 Grade 11 % % NT % Table Engaged living Average Reporting “Very much true” 23 21 High 32 28 Moderate 50 57 Low 19 15 Average Reporting “Very much true” 21 18 High 26 22 Moderate 55 61 Low 19 17 Average Reporting “Very much true” 28 26 High 34 34 Moderate 55 59 Low 10 7 Average Reporting “Very much true” 20 18 High 24 23 Moderate 53 56 Low 22 21 Optimism P7.2 Gratitude P7.3 Zest P7.4 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with item-level results for the survey questions that comprise each scale. San Diego Unified 2017-18 Page 111 Main Report – Module P: Social Emotional Health Table P7.2 Optimism Scale Questions Grade 7 % Grade 9 % Grade 11 % 21 18 Not at all true 14 12 A little true 30 32 Pretty much true 33 35 Very much true 24 21 Not at all true 15 12 A little true 34 33 Pretty much true 32 40 Very much true 20 16 Not at all true 16 13 A little true 33 36 Pretty much true 32 34 Very much true 19 17 NT % Optimism Average Reporting “Very much true” Each day I look forward to having a lot of fun. I usually expect to have a good day. Overall, I expect more good things to happen to me than bad things. Question HS/MS P.25, 27, 28: Please tell us how true each statement is of you... Each day I look forward to having a lot of fun... I usually expect to have a good day... Overall, I expect more good things to happen to me than bad things. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 112 Main Report – Module P: Social Emotional Health Table P7.3 Gratitude Scale Questions Grade 7 % Grade 9 % Grade 11 % 28 26 7 5 A little true 25 24 Pretty much true 35 41 Very much true 33 30 8 5 A little true 24 25 Pretty much true 38 40 Very much true 31 30 Not at all true 12 7 A little true 33 37 Pretty much true 35 37 Very much true 20 18 NT % Gratitude Average Reporting “Very much true” On most days I feel grateful. Not at all true On most days I feel thankful. Not at all true On most days I feel appreciative. Question HS/MS P.35-37: Please tell us how true each statement is of you... On most days I feel GRATEFUL... On most days I feel THANKFUL... On most days I feel APPRECIATIVE. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 113 Main Report – Module P: Social Emotional Health Table P7.4 Zest Scale Questions Grade 7 % Grade 9 % Grade 11 % 20 18 Not at all true 19 17 A little true 34 40 Pretty much true 28 28 Very much true 19 16 Not at all true 16 15 A little true 29 35 Pretty much true 33 28 Very much true 22 22 Not at all true 18 16 A little true 33 38 Pretty much true 31 30 Very much true 18 17 NT % Zest Average Reporting “Very much true” On most days I feel energetic. On most days I feel active. On most days I feel enthusiastic. Question HS/MS P.38-40: Please tell us how true each statement is of you... On most days I feel ENERGETIC... On most days I feel ACTIVE... On most days I feel ENTHUSIASTIC. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 114 Main Report – Module P: Social Emotional Health 8. Social Emotional Distress Table P8.1 Social Emotional Distress Scale Questions Grade 7 % Grade 9 % Grade 11 % 18 18 High 16 16 Moderate 31 37 Low 54 47 59 52 19 25 8 11 14 12 31 36 A little true 28 29 Pretty much true 15 16 Very much true 26 19 45 36 A little true 26 30 Pretty much true 15 18 Very much true 14 16 40 33 A little true 26 28 Pretty much true 14 18 Very much true 20 20 Social Emotional Distress Average Reporting “Very much true” I had a hard time breathing because I was anxious. Not at all true A little true Pretty much true Very much true I worried that I would embarrass myself in front of others. Not at all true I was tense and uptight. Not at all true I had a hard time relaxing. Not at all true NT % Question HS/MS P.41-44: Over the past month, how true do you feel these statements are about you?... I had a hard time breathing because I was anxious... I worried that I would embarrass myself in front of others... I was tense and uptight... I had a hard time relaxing. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 115 Main Report – Module P: Social Emotional Health Table P8.1 Social Emotional Distress Scale Questions – Continued Grade 7 % Grade 9 % Grade 11 % I felt sad and down. Not at all true 36 32 A little true 25 29 Pretty much true 16 17 Very much true 23 22 I was easily irritated. Not at all true 28 23 A little true 29 31 Pretty much true 18 21 24 25 57 48 A little true 19 24 Pretty much true 11 13 Very much true 12 15 50 46 A little true 27 29 Pretty much true 13 13 Very much true 11 12 Very much true It was hard for me to cope and I thought I would panic. Not at all true It was hard for me to get excited about anything. Not at all true NT % Question HS/MS P.45-48: Over the past month, how true do you feel these statements are about you?... I felt sad and down... I was easily irritated... it was hard for me to cope and I thought I would panic... it was hard for me to get excited about anything. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 116 Main Report – Module P: Social Emotional Health Table P8.1 Social Emotional Distress Scale Questions – Continued Grade 7 % Grade 9 % Grade 11 % 32 29 A little true 27 28 Pretty much true 18 21 Very much true 23 23 61 56 A little true 18 21 Pretty much true 10 12 Very much true 10 11 I was easily annoyed and sensitive. Not at all true I was scared for no good reason. Not at all true NT % Question HS/MS P.49, 50: Over the past month, how true do you feel these statements are about you?... I was easily annoyed and sensitive... I was scared for no good reason. Notes: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 117 Main Report – Module P: Social Emotional Health 9. Growth Mindset Table P9.1 Growth Mindset Scale Questions Grade 7 % Grade 9 % Grade 11 % 41 43 High 48 52 Moderate 44 42 8 6 31 37 A little true 30 34 Pretty much true 26 20 Very much true 13 9 50 59 A little true 26 25 Pretty much true 13 10 Very much true 11 7 31 29 A little true 35 36 Pretty much true 19 20 16 15 50 47 A little true 32 36 Pretty much true 11 11 Very much true 7 5 Growth mindset§ Average Reporting “Not at all true” Low My intelligence is something I cannot change very much. Not at all true Challenging myself will not make me any smarter. Not at all true There are some things I am not capable of learning. Not at all true Very much true If I am not naturally smart in a subject, I will never do well in it. Not at all true NT % Question HS/MS P.5, 22, 30, 34: Please tell us how true each statement is of you... My intelligence is something I cannot change very much... Challenging myself will not make me any smarter... There are some things I am not capable of learning... If I am not naturally smart in a subject, I will never do well in it. Notes: Cells are empty if there are less than 10 respondents. § All survey questions that comprise the scale were reverse-coded in computing the scale score and defining scale categories (high, moderate, and low). San Diego Unified 2017-18 Page 118 Main Report – Module P: Social Emotional Health 10. Goals Table P10.1 Goals Scale Questions Grade 7 % Grade 9 % Grade 11 % Average Reporting “Very much true” 56 59 High 62 68 Moderate 34 30 4 2 4 2 A little true 12 10 Pretty much true 22 26 Very much true 62 62 9 6 A little true 16 15 Pretty much true 26 25 Very much true 50 54 Not at all true 57 62 A little true 22 24 Pretty much true 12 8 Very much true 9 7 NT % Goals Low I am looking forward to a successful career. Not at all true I have high goals and expectations for myself. Not at all true I don’t expect very much of myself in the future.§ Question HS/MS P.13, 19, 32: Please tell us how true each statement is of you... I am looking forward to a successful career... I have high goals and expectations for myself... I don’t expect very much of myself in the future. Notes: Cells are empty if there are less than 10 respondents. § Survey question was reverse-coded in computing the scale score and defining scale categories (high, moderate, and low). San Diego Unified 2017-18 Page 119 Main Report – Module P: Social Emotional Health 11. Collaboration Table P11.1 Collaboration Scale Questions Grade 7 % Grade 9 % Grade 11 % Average Reporting “Very much true” 31 32 High 35 38 Moderate 59 58 6 4 Not at all true 14 12 A little true 31 30 Pretty much true 32 35 Very much true 23 23 3 2 A little true 11 10 Pretty much true 39 39 Very much true 47 49 9 5 A little true 30 26 Pretty much true 36 45 Very much true 25 24 NT % Collaboration Low I enjoy working together with other students on class activities. When I work in school groups, I do my fair share. Not at all true I like to listen to other students’ ideas in class. Not at all true Question HS/MS P.8, 26, 31: Please tell us how true each statement is of you... I enjoy working together with other students on class activities... When I work in school groups, I do my fair share... I like to listen to other students’ ideas in class. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 120 Main Report – Module P: Social Emotional Health 12. Problem Solving Table P12.1 Problem Solving Scale Questions Grade 7 % Grade 9 % Grade 11 % Average Reporting “Very much true” 26 25 High 27 28 Moderate 59 62 Low 14 10 Not at all true 17 14 A little true 29 30 Pretty much true 30 31 Very much true 25 26 Not at all true 23 19 A little true 30 29 Pretty much true 24 29 Very much true 23 23 7 5 A little true 29 27 Pretty much true 34 41 Very much true 30 28 NT % Problem solving When I need help I find someone to talk with. I try to work out my problems by talking or writing about them. I trust my ability to solve difficult problems. Not at all true Question HS/MS P.17, 29, 33: Please tell us how true each statement is of you... When I need help I find someone to talk with... I try to work out my problems by talking or writing about them... I trust my ability to solve difficult problems. Note: Cells are empty if there are less than 10 respondents. San Diego Unified 2017-18 Page 121 Main Report – Module P: Social Emotional Health Z. San Diego Unified Custom Questions 1. Module Sample Table Z1.1 Student Sample for Custom Questions Student Sample Size Target sample Final number Response Rate NTA Grade 7 Grade 9 Grade 11 7,153 8,196 6,197 1,244 6,382 5,072 3,744 382 89% 62% 60% 31% Note: A NT includes continuation, community day, and other alternative school types. San Diego Unified 2017-18 Page 122 Main Report – Module Z: Custom Questions 2. Custom Questions Table Z.2.1 What is your gender? (Check all that apply.) Grade Boy Girl Both Neither Something else 7th % 9th % 11th % NT % Total % 51 48 2 2 2 48 51 2 2 3 49 50 2 2 2 56 41 3 1 3 50 49 2 2 2 Question HS/MS Z.2. Notes: Columns are not displayed if there are less than 10 respondents. Total percentages may exceed 100% for “mark all that apply” items. San Diego Unified 2017-18 Page 123 Main Report – Module Z: Custom Questions Appendix I 2017-18 CHKS Secondary Survey Response Rates Eligible Schools 7th % 9th % 11th % 86 96 56 49 93 75 ALBA Audubon K-8 90 Bell Middle 97 Bethune K-8 92 Challenger Middle 83 Clairemont High Clark Middle 93 Correia Middle 60 Crawford High Creative, Performing, and Media Arts 97 De Portola Middle 87 East Village High Farb Middle 85 Fulton K-8 100 Garfield High Golden Hill K-8 Grant K-8 NT % 100 55 91 100 Henry High 77 75 67 94 80 67 Home & Hosp/Transition Support Hoover High Innovation Middle John Muir 100 95 Kearny College Connections 46 Kearny Digital Media & Design 26 66 Kearny Eng, Innov & Design 56 83 Kearny SCT 25 30 4 10 Knox Middle La Jolla High 97 Notes: Response rates are presented by grade level. Eligible schools listed are based on CBEDS 2017-18 public school and enrollment data files. Directly funded charter schools have been excluded from the list. San Diego Unified 2017-18 Page 124 Main Report – Appendix I 2017-18 CHKS Secondary Survey Response Rates - Continued Eligible Schools 9th % 11th % 42 56 65 74 Mira Mesa High 81 63 Mission Bay High 68 62 65 73 Language Academy Lewis Middle 7th % 100 84 Lincoln High Logan K-8 91 Longfellow K-8 80 Madison High Mann Middle 94 Marshall Middle 95 Marston Middle 87 Memorial Scholars & Athletes 92 Millennial Tech Middle 79 Montgomery Middle 90 Morse High Mt. Everest Academy Muirlands Middle Pacific Beach Middle 100 100 95 100 Perkins K-8 92 Pershing Middle 95 Point Loma High 79 68 Riley/New Dawn Roosevelt International Middle NT % 100 90 San Diego Business/Leadership 60 49 San Diego International Studies 82 77 88 2 28 78 San Diego Metro Career and Tech San Diego SCPA San Diego Science and Technology 77 Notes: Response rates are presented by grade level. Eligible schools listed are based on CBEDS 2017-18 public school and enrollment data files. Directly funded charter schools have been excluded from the list. San Diego Unified 2017-18 Page 125 Main Report – Appendix I 2017-18 CHKS Secondary Survey Response Rates - Continued Eligible Schools Scripps Ranch High 9th % 48 11th % 32 Serra High 60 54 Standley Middle 7th % NT % 89 TRACE Taft Middle 93 Twain High 17 University City High Wangenheim Middle 75 74 86 Whittier K-12 Wilson Middle iHigh Virtual Academy 87 100 Notes: Response rates are presented by grade level. Eligible schools listed are based on CBEDS 2017-18 public school and enrollment data files. Directly funded charter schools have been excluded from the list. San Diego Unified 2017-18 Page 126 Main Report – Appendix I Appendix II California Healthy Kids Survey Content Overview This brief guide to key CHKS Core Module indicators is designed to help survey users more easily understand and interpret their findings.1 References are provided to the tables in CHKS reports where results for the indicators discussed can be found. References are also made to relevant CHKS reports and factsheets and What Works Briefs (guides to best practices) that provide further information. These valuable resources can be downloaded, respectively, from the CHKS and California Safe and Supportive Schools websites (chks.wested.org/using-results/factsheets; californiaS3.wested.org/tools/research; californias3.wested.org/tools/wwb). Special attention is directed toward indicators related to the requirements of California’s Local Control and Accountability Plans (LCAP).2 For a summary of state-level LCAP-related baseline data, see CHKS Factsheet #15. MAIN CONTENT FOCUS: SCHOOL CLIMATE AND THE NEEDS OF THE WHOLE CHILD The main purpose of the CHKS Core Module is to assess indicators of school climate, pupil engagement, and student supports, all three key priorities required of Local Control and Accountability Plans. It seeks to provide schools with essential data to determine the degree to which they provide the conditions and supports that all youth need to succeed in school and developmentally thrive. Twenty-nine items assessing seven domains are used to calculate a School Climate Index (SCI) score that is included in a School Climate Report Card that districts can request at the district and school level. The items used in the SCI assess school connectedness, developmental supports (e.g., caring adult relationships), perceived safety, bullying, and victimization. School climate, as measured by the CHKS, is strongly related to student performance on standardized academic tests. Data show that, for high school students, as CHKS School Climate Index (SCI) scores increased—as the schools became safer, more supportive, and more engaging—test performance as measured by the state’s Academic Performance Index (API) increased as well (School Climate Factsheet #3). In a ground-breaking analysis, a positive school climate was a distinguishing characteristic of California secondary schools that “beat the odds” and consistently performed better on the state’s standardized tests than would be predicted based on the characteristics of their students (i.e., comparing schools with similar student demographics). The higher (more positive) the CHKS School Climate Index score, the greater the probability there was for beating the odds. School climate was more strongly associated with beating the odds than a school’s level of personnel resources (School Climate Factsheet #6).3 1 To see how local results compare with state averages in California, download a copy of the latest Biennial Statewide CHKS report (chks.wested.org/reports). The Biennial report provides results from a randomly-selected, representative state sample. County level reports are also available on the CHKS website. 2 For a guide to how CalSCHLS survey items align with LCAP indicator requirements, download Helpful Resources for Local Control and Accountability Plans at surveydata.wested.org/resources/LCAP_Cal_SCHLS.pdf. 3 Voight, Austin, & Hanson, (2013). Download www.wested.org/online_pubs/hd-13-10.pdf San Diego Unified 2017-18 Page 127 Main Report – Appendix II More generally, the CHKS Core Module provides data to help understand the degree to which schools address the needs of the Whole Child. CHKS data show that California secondary schools made greater progress in raising standardized test scores over a one-year period when they had higher percentages of students who: (1) were less engaged in risky behaviors such as substance use and violence; (2) were more likely to eat nutritiously and exercise; and (3) reported experiencing caring adult relationships and high expectations at school. These results suggest that addressing the health and developmental needs of youth is a critical component of a comprehensive strategy for meeting accountability demands for improved academic performance (CHKS Factsheet #3). GRADE-LEVEL PATTERNS More than twenty years of survey administration has demonstrated that as youth progress through secondary school, they become: (1) less likely to feel connected to school and be academically motivated; and (2) more likely to report truancy, involvement in substance use, and chronic sadness and hopelessness. • Seventh graders report the highest rates of harassment and victimization, as well as participation in a physical fight and seeing a weapon on campus. • Ninth graders report the lowest rates of developmental support and perceived safety. • In interpreting the results for 11th graders take into consideration that many youth who are most disengaged and involved in high risk behaviors may have already dropped out of school or did not participate in the survey because of truancy or absenteeism. • Across risk behaviors and problem indicators, nontraditional (continuation school) students reported prevalence rates at least twice those of 11th graders in a comprehensive school setting. They also exhibited lower perceived school safety, school connectedness, and developmental supports. Continuation school students are a highly vulnerable population in need of a wide range of academic, social, emotional, and behavioral supports and intervention services (CHKS Factsheet #7). DEMOGRAPHIC CHARACTERISTICS AND POPULATION SUBGROUP DIFFERENCES Demographic Characteristics (Tables A3.1-3.14) A wide range of data on the demographic and background characteristics of the survey respondents is provided (in 14 tables) to help users gain a better sense of how representative the survey sample is compared to the student population overall. This also enables users to analyze their data to determine how survey results vary by important subgroups in the school and help them identify, and target programs at, the youth most in need. School districts can use these data to meet the Local Control and Accountability Plan (LCAP) requirement to demonstrate actions across state priorities in regard to six numerically significant subgroups: ethnicity, socioeconomically (SES) disadvantaged, English learners, pupils with disabilities, foster youth, and homeless youth—all categories assessed by the CHKS. In the standard CHKS report, and in the Query CHKS system, breakdowns for selected key indicators are provided by race/ethnicity and gender. Districts/schools San Diego Unified 2017-18 Page 128 Main Report – Appendix II can request reports disaggregating all their results by demographic characteristics from their Regional CHKS Technical Assistance Center. Racial-Ethnic Identification (Tables A3.2-3.3) Respondents self-report their identification with six racial/ethnic groups plus mixed (two or more) race. Comparing these data with other evidence of the racial-ethnic composition of student enrollment provides insight into how representative are the survey results. In one study of CHKS data, both academic performance and school well-being—the degree to which students feel safe at, supported by, and connected to the school—varied consistently and persistently across schools by racial/ethnic groupings. They were lowest in schools with large proportions of African American and Hispanic students, as well as in low-income schools. Controlling for socioeconomic status and other school demographic characteristics reduced these racial/ethnic group differences, but they still remained. This suggests that school climate factors related to student well-being may also play a role in the racial-ethnic achievement gap. One strategy to close the gap thus may be to enhance learning supports that foster caring adult relationships, high expectations, meaningful participation, safety, and connectedness in schools serving large proportions of low-income African American and Hispanic students (CHKS Factsheet #8). In the majority of cases, with notable exceptions for Asians, the racial/ethnic gaps in performance, engagement, perceived support, and safety are greater within-schools than between-schools. African American, Latino, and Asian students feel less safe, engaged, and supported than their White peers within the same school. Inequities in these factors, for the various racial/ethnic groups, can possibly contribute to the achievement gap. Further, these findings suggest that practices designed to ensure equal access to academic resources, opportunities, learning supports, and promotion of common experiences may be effective in ameliorating the gap (CHKS Factsheet #13). Foster Care Youth (Table A3.4) Compared to youth who live with their parents, foster care youth report much higher rates of substance abuse, poor school attendance and grades, more violence-related behaviors, more harassment, and higher depression risk. They were also more likely to be low in caring adult relationships and total environmental assets (CHKS Factsheet #6). SPECIFIC CONTENT AREAS Self-Reported Grades (Table A4.1) The CHKS asks students to indicate what grades they mostly received in school in the past 12 months. Although self-reports are not as accurate as actual report card data, they provide a general sense of the school performance of the survey respondents from their self-perception. To learn more about the factors that might be causing poor performance, request a CHKS report showing how all the survey results vary by level of performance. Absenteeism and Truancy (Tables A4.2-4.3) Before top teachers with quality curriculums and engaging activities can even attempt to improve academic performance, the students have to show up. The CHKS report provides data to identify what proportion of respondents are at risk of chronic absenteeism (missed 3 or more of the past 30 San Diego Unified 2017-18 Page 129 Main Report – Appendix II school days), what were the reasons for absences, and the level of truancy. Users can request reports looking at the characteristics of youth based on the absenteeism and truancy to guide efforts to improve the LCAP pupil engagement priority. Poor attendance is a marker of a wider variety of other problems, including low school connectedness and learning engagement. Both the US Department of Education and the California Office of the Attorney General have launched initiatives designed to raise awareness about and combat chronic absenteeism, generally defined as missing 10% of school days. According to a report by Attendance Works, the nation’s large and persistent education achievement gaps are rooted in a largely hidden crisis of chronic absenteeism, especially among low-income and minority children.4 Biennial State CHKS data (Table A4.3) indicate that generally, after illness, the most important reasons for being absent in secondary school are not getting enough sleep and anxiety or stress, followed by being behind in school work, and being bored or uninterested in school. Among high school staff statewide, truancy is the top-rated of fourteen potential school problems assessed by the California School Staff Survey (Table A8.4). Truancy has been identified as one of the most powerful predictors of both poor achievement and delinquency.5 Truants are also more likely to use drugs and have deviant friends. Developmental Supports (Tables A4.5, A4.7-4.9) Research shows that when schools (or families or communities) provide three developmental supports measured by the CHKS—caring adult relationships, high expectations, and opportunities for meaningful participation—students are more likely to report more positive academic, social-emotional, and health outcomes, including higher grades, school connectedness, attendance, and perceived safety. CHKS results overall suggest that the great majority of students do not receive sufficient levels of support and that the supports received are lower in high school than in middle school, even though student need for them is arguably higher (CHKS Factsheets #1 and #3; School Climate Factsheets #1 and #2, What Works Briefs #1 and #2). School Connectedness (Table A4.6) School connectedness is one of the indicators of school climate that a California school district must address in its LCAP. Research shows that school connectedness is associated with multiple positive academic, social-emotional, and health outcomes. The CHKS five-item School Connectedness Scale is an important differentiator between low-performing and high-performing high schools and has value as an indicator of school quality. School connectedness appears to have increased in California in the second half of the last decade, but it still declines markedly after elementary school. A substantial majority of high school students are not highly connected to their schools. This may be related at least in part to their lower levels of developmental support. The lowest rates of both connectedness and test scores are in low-income schools. The online Query 4 Attendance Works & Everyone Graduates Center. (2017, September). Portraits of Change: Aligning School and Community Resources to Reduce Chronic Absence. Available at www.attendanceworks.org/research/attendance-works-reports 5 Robins & Ratcliff, (1978). Long Range Outcomes Associated With School Truancy. Rockville, MD: Public Health Service (DHEW). Garry, E. M., & Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. (1996). Truancy: First Step to a Lifetime of Problems. Cairns, R. B., Cairns, B. D., & Neckerman, H. J. (1989). Early school dropout: Configurations and determinants. Child Dev, 60(6), 1437-52. San Diego Unified 2017-18 Page 130 Main Report – Appendix II CHKS system shows how key survey indicators vary by school connectedness (see School Climate Factsheet #5, What Works Brief #4). Perceived Safety (Table A5.1) Perceived safety is another indicator districts/schools are required to monitor as part of their LCAP. Perceived school safety is more than the antithesis of violence. Perceived school safety is psychological as well as physical. Feelings of insecurity can have multiple sources, not all of which correctly reflect the level of danger and violence on a school campus, such as verbal bullying. Both physical and psychological safety are essential for high quality teaching and learning. If students report low levels of perceived school safety, pay close attention to all the indicators related to bullying and victimization, as well as mental health. Schools may want to request comparisons of students’ perceptions of their own safety with the actual level of violence and other safety-related indicators self-reported by students. A follow-up focus group or Student Listening Circle asking why students do not feel safe is recommended (see School Climate What Works Brief #3). Violent and Nonviolent Misbehavior on School Property (Tables A5.2-5.6) The CHKS asks students a wide range of questions to ascertain the scope and nature of physical and verbal violence and victimization that occurs on campus, as well as vandalism. Physical violence and weapons on campus (Tables A5.4, A5.6) have long been a major public concern. Equally disruptive are the uncounted acts of bullying, teasing, and other nonviolent misbehavior among youth, such as substance use and sales on campus.6 These behaviors adversely affect not only students’ ability to learn and willingness to attend school, but also the overall school environment, the ability of teachers to teach, and the willingness of adults to enter the teaching profession7 (see School Climate What Works Briefs #5 and #6). Harassment (Tables A5.2-5.3) Nonviolent harassment in any form—threats, intimidation, rumors, and ostracism—can instill a sense of vulnerability, isolation, frustration, and fear among its victims, leading to engagement in health risk behaviors or avoidance behaviors such as missing school and social isolation. This type of misbehavior, vastly more common than any other, ruins the school day for many students. In Bruised Inside (2000), the National Association of Attorneys General describes harassment by peers as one of the two causes for kids to express anger using guns, knives, and fists.8 The CHKS asks about the frequency with which students experienced any bullying/harassment related to six bias-related categories (gender, race/ethnicity, disability, sexual identity, religion, immigrant status), as well as for any other reason. Analysis of this data show that victims of harassment are more likely to not feel safe at, and connected to, school; to have higher truancy; and to experience lower developmental (resilience) supports at school. They report higher rates of fighting and weapons possession at school, as well as risk of depression. Students who report biasrelated harassment, particularly for disability and sexual orientation, have poorer well-being than 6 Juvonen, J., & Graham, S. (2001). Peer harassment in school: The plight of the vulnerable and victimized. New York: Guilford Press. 7 Barton, P. E. (2001). Facing the hard facts in education reform. Princeton, NJ: Educational Testing Service. 8 Horn, D. M., National Association of Attorneys General., & Washington (State). (2000). Bruised inside: What our children say about youth violence, what causes it, and what we need to do about it: A report of the National Association of Attorneys General (NAAG). Washington, DC: National Association of Attorneys General. San Diego Unified 2017-18 Page 131 Main Report – Appendix II students who were only harassed for other reasons (CHKS Factsheets #4 and #10; see also School Climate What Works Brief #7). Substance Abuse (Tables A6.1-6.11) The misuse of alcohol and other drugs continues to be among the most important issues confronting the nation. For schools, the problem is particularly relevant. Years of research have shown that adolescent substance use is closely connected to academic performance and contributes to raising the level of truancy and absenteeism, special education, disciplinary problems, disengagement and dropout rates, teacher turnover, and property damage. Reflecting this, on the California School Staff Survey (Table A9.12), high school staff statewide are more likely to perceive alcohol and drug use as moderate to severe problems at their schools than all of seven violence-related indicators (49% for both alcohol and drugs in 2004-06), ranking them among the top 3 of 14 problem indicators. Use at school is especially troubling (Tables A6.8-6.9). It reflects a level of drug involvement so pervasive that the potential repercussions for violation of school rules are disregarded by these youths. This is behavior that threatens not only the user’s learning ability but also school efforts to educate all youth. An analysis of CHKS data found that that substance use and intoxication at school, being offered drugs at school, and lifetime intoxication, were significantly related to changes in California achievement test scores one year later. Schools with proportionately large numbers of students who reported these behaviors exhibited smaller gains in test scores than other schools9 (CHKS Factsheet #3; see also School Climate What Works Brief #8). Cigarette Smoking (Tables A7.1-7.4) Current smokers are significantly more likely than nonsmokers to engage in alcohol and other drug use, be involved in violence and gang membership, and experience school-related problems and disengagement. To a lesser extent, current smokers are also more likely than nonsmokers to be victims of violence and harassment, feel unsafe at school, and experience incapacitating sadness and loneliness. These results suggest that efforts to reduce student smoking may be more successful if embedded in approaches that address a broad range of risk behaviors and problems (CHKS Factsheet #2 and #5). Mental Health (Tables A8.4-8.5) The CHKS Core provides two measures for assessing mental health among students: (1) whether they experience chronic, incapacitating sadness or hopelessness; and (2) whether they ever contemplated suicide. Students who experience chronic sadness, compared to their peers who do not, are at elevated risk of a wide range of educational, health, social, and emotional problems, including lower school attendance, performance, and connectedness. They also report lower levels of the developmental supports in their schools and communities that have been shown to mitigate these problems. Similar findings are found among youth who have contemplated suicide (CHKS Factsheets #11 and #12). 9 Hanson, T. L., Austin, G. A., & Lee-Bayha, J. (2004). Ensuring that No Child is Left Behind: How are Student Health Risks & Resilience Related to the Academic Progress of Schools. San Francisco: WestEd. San Diego Unified 2017-18 Page 132 Main Report – Appendix II