CALIFORNIA
HEALTHY KIDS SURVEY

 

 

San Diego Unified
Secondary
2016-2017

Main Report

A

0/


Heolfh8<Humon
Developmenf Program

LlJestEd 

This report was prepared by WestEd, a research, development, and service agency, in collaboration with
Duerr Evaluation Resources, under contract from the California Department of Education Coordinated
School Health and Safety Office. For contract information, contact:
Hilva Chan
California Department of Education
Coordinated School Health and Safety Office
1430 N Street
Sacramento, CA 95814
hchan@cde.ca.gov
Recommended citation:

San Diego Unified School District. California Healthy Kids Survey, 2016-17: Main Report. San Fran­
cisco: WestEd Health & Human Development Program for the California Department of Education.


Date prepared: 15 Jul 2017
CDS code: 37683380000000

 Contents

Page

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

iii


PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ix


Survey Module Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1


A. Core Module Results . . . . . . . . . . . . . . . .
1. Survey Sample . . . . . . . . . . . . . . . . . .
2. Summary of Key Indicators . . . . . . . . . . .
3. Demographics . . . . . . . . . . . . . . . . . .
4. School Performance, Supports, and Engagements
5. School Violence, Victimization, and Safety . . .
6. Alcohol and Other Drug Use . . . . . . . . . . .
7. Tobacco Use . . . . . . . . . . . . . . . . . . .
8. Other Physical and Mental Health Risks . . . . .
9. Race/Ethnic Breakdowns . . . . . . . . . . . . .
10. Gender Breakdowns . . . . . . . . . . . . . . .

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2

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3

4

10

21

26

36

41

43

49


B. Alcohol and Other Drugs (AOD) Module . . . . . . . . .
1. Module Sample . . . . . . . . . . . . . . . . . . . . . .
2. Summary of Key Indicators . . . . . . . . . . . . . . .
3. Alcohol, Tobacco, and Marijuana Consumption Patterns
4. Consequences of AOD Consumption . . . . . . . . . . .
5. Supports to Reduce AOD Use . . . . . . . . . . . . . .
6. Availability . . . . . . . . . . . . . . . . . . . . . . . .
7. Influences on ATOD Use . . . . . . . . . . . . . . . . .

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51

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61


C. Building Healthy Communities (BHC) Module
1. Module Sample . . . . . . . . . . . . . . . . .
2. Access to Health Care . . . . . . . . . . . . .
3. Physical Activity . . . . . . . . . . . . . . . .
4. Nutrition . . . . . . . . . . . . . . . . . . . .
5. Lunch at School/Drinking Water . . . . . . . .
6. Reasons for School Absence . . . . . . . . . .
7. Community Safety . . . . . . . . . . . . . . .
8. Safety and Supports at School . . . . . . . . .

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65

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i


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 9. Future Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

84


I. Gender & Sex-Based Harassment Module . . . . . . . . . . . .
1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . .
2. Gender Identity and Sexual Orientation . . . . . . . . . . . . .
3. Perceptions of LGBT-Related School Safety . . . . . . . . . . .
4. Bullying Incidents, Negative Attitudes, and Pro-Bullying Beliefs
5. Intervening Behaviors, Response to Bullying, and Supports . . .
6. School Resources and Policies . . . . . . . . . . . . . . . . . .

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. 85

. 85

. 86

. 87

. 89

. 94

. 100


N. School Climate Module . . . . . . . . . . . . . . . . . . .
1. Module Sample . . . . . . . . . . . . . . . . . . . . . .
2. Supports for Learning & Student Academic Engagement
3. Fairness and Respect for Diversity . . . . . . . . . . . .
4. Disciplinary Environment . . . . . . . . . . . . . . . .
5. Student Peer Relationships . . . . . . . . . . . . . . . .
6. Social and Emotional Learning . . . . . . . . . . . . . .
7. School Anti-Bullying Climate . . . . . . . . . . . . . .
8. Facilities Physical Environment . . . . . . . . . . . . .
9. Scheduled Lunch . . . . . . . . . . . . . . . . . . . . .

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102

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107

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117

118


Z. San Diego Unified Custom Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

2. Custom Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129


ii


 List of Tables

Page
Survey Module Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
CHKS Survey Modules Administered . . . . . . . . . . . . . . . . . . . . . . . . .

1

1


A. Core Module Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2


1. Survey Sample  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A1.1
Student Sample Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2

2


2. Summary of Key Indicators  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A2.1
Key Indicators of School Climate and Student Well-Being . . . . . . . . . . . . . . .

3

3


3. Demographics  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A3.1
Gender of Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A3.2
Hispanic or Latino . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A3.3
Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A3.4
Living Situation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A3.5
Highest Education of Parents . . . . . . . . . . . . . . . . . . . . . .
A3.6
Free or Reduced Price Meals Eligibility . . . . . . . . . . . . . . . .
A3.7
Participation in Migrant Education Program, Past 3 Years . . . . . . .
A3.8
Language Spoken at Home . . . . . . . . . . . . . . . . . . . . . . .
A3.9
English Language Proficiency – All Students . . . . . . . . . . . . . .
A3.10 English Language Proficiency – Home Language Other Than English
A3.11 Number of Days Attending Afterschool Program . . . . . . . . . . .
A3.12 Military Connections . . . . . . . . . . . . . . . . . . . . . . . . . .
A3.13 Sexual Orientation and Gender Identification . . . . . . . . . . . . . .

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9

9


4. School Performance, Supports, and Engagements . . . . . . . . . . . . . . . . . . . . .
A4.1
Grades, Past 12 Months . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A4.2
Truancy, Past 12 Months . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A4.3
Reasons for Absence, Past 30 Days . . . . . . . . . . . . . . . . . . . . . . .
A4.4
School Environment Scales . . . . . . . . . . . . . . . . . . . . . . . . . . .
A4.5
School Connectedness, Parent Involvement, and Academic Motivation Scales
A4.6
Caring Relationships Scale Questions . . . . . . . . . . . . . . . . . . . . .
A4.7
High Expectations Scale Questions . . . . . . . . . . . . . . . . . . . . . . .
A4.8
Meaningful Participation Scale Questions . . . . . . . . . . . . . . . . . . .
A4.9
School Connectedness Scale Questions . . . . . . . . . . . . . . . . . . . . .
A4.10 Parent Involvement Scale Questions . . . . . . . . . . . . . . . . . . . . . .
A4.11 Academic Motivation Scale Questions . . . . . . . . . . . . . . . . . . . . .
A4.12 Quality of School Physical Environment . . . . . . . . . . . . . . . . . . . .

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10

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12

13

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19

20


5. School Violence, Victimization, and Safety  . . . . . . . . . . . . . . . . .
A5.1
Perceived Safety at School . . . . . . . . . . . . . . . . . . . .
A5.2
Reasons for Harassment on School Property, Past 12 Months . .
A5.3
Verbal Harassment at School, Past 12 Months . . . . . . . . . .
A5.4
Violence and Victimization on School Property, Past 12 Months

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 A5.5
A5.6

Property Damage on School Property, Past 12 Months . . . . . . . . . . . . . . . . .
Weapons Possession on School Property, Past 12 Months . . . . . . . . . . . . . . .

25

25


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35


7. Tobacco Use  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A7.1
Summary of Key CHKS Tobacco Indicators . . . . . . . . . . . . . . . . .
A7.2
Lifetime Tobacco Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A7.3
Any Current Use and Daily Use . . . . . . . . . . . . . . . . . . . . . . .
A7.4
Current Smoking on School Property, Past 30 Days . . . . . . . . . . . . .
A7.5
Cigarette Smoking Cessation Attempts . . . . . . . . . . . . . . . . . . . .
A7.6
Perceived Harm of Cigarette Smoking and Difficulty of Obtaining Cigarettes

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36

36

37

38

39

40

40


8. Other Physical and Mental Health Risks . . . . . . . . . . . . . . . .
A8.1
Cyber Bullying, Past 12 Months . . . . . . . . . . . . . .
A8.2
Alone After School . . . . . . . . . . . . . . . . . . . . .
A8.3
Eating of Breakfast . . . . . . . . . . . . . . . . . . . . .
A8.4
Chronic Sad or Hopeless Feelings, Past 12 Months . . . .
A8.5
Seriously Considered Attempting Suicide, Past 12 Months
A8.6
Gang Involvement . . . . . . . . . . . . . . . . . . . . . .

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41

41

41

42

42

42

42


9. Race/Ethnic Breakdowns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A9.1
School Supports and Academic Motivation by Race/Ethnicity - 7th Grade . . . .
A9.2
School Supports and Academic Motivation by Race/Ethnicity - 9th Grade . . . .
A9.3
School Supports and Academic Motivation by Race/Ethnicity - 11th Grade . . . .
A9.4
School Supports and Academic Motivation by Race/Ethnicity - Non-Traditional .
A9.5
Perceived Safety at School by Race/Ethnicity . . . . . . . . . . . . . . . . . . .
A9.6
Harassment Due to Five Bias-Related Reasons by Race/Ethnicity, Past 12 Months
A9.7
Any Harassment or Bullying by Race/Ethnicity, Past 12 Months . . . . . . . . .
A9.8
Current Alcohol Use at School by Race/Ethnicity, Past 30 Days . . . . . . . . . .
A9.9
Current Cigarette Smoking by Race/Ethnicity, Past 30 Days . . . . . . . . . . . .
A9.10 Current Alcohol Use by Race/Ethnicity, Past 30 Days . . . . . . . . . . . . . . .
A9.11 Current Marijuana Use by Race/Ethnicity, Past 30 Days . . . . . . . . . . . . . .
A9.12 Chronic Sad or Hopeless Feelings by Race/Ethnicity, Past 12 Months . . . . . . .

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43

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48

48


10. Gender Breakdowns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

49


6. Alcohol and Other Drug Use . . . . . . . . . . . . . . . . . .
A6.1
Summary Measures of Level of AOD Use . . . . .
A6.2
Summary of AOD Lifetime Use . . . . . . . . . .
A6.3
Lifetime AOD Use . . . . . . . . . . . . . . . . .
A6.3
Lifetime AOD Use – Continued . . . . . . . . . . .
A6.4
Current AOD Use, Past 30 Days . . . . . . . . . .
A6.5
Frequency of Current AOD Use, Past 30 Days . . .
A6.6
Lifetime Drunk or “High” . . . . . . . . . . . . . .
A6.7
Cessation Attempts . . . . . . . . . . . . . . . . .
A6.8
Drinking While Driving, Lifetime . . . . . . . . .
A6.9
Current AOD Use on School Property, Past 30 Days
A6.10 Lifetime Drunk or “High” on School Property . . .
A6.11 Perceived Harm and Availability . . . . . . . . . .

iv


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 A10.1
A10.2

School Supports and Academic Motivation by Gender . . . . . . . . . . . . . . . . .
Perceived Safety, Harassment, AOD Use, and Mental Health Measures by Gender . .

49

50


B. Alcohol and Other Drugs (AOD) Module . . . . . . . . . . . . . . . . . . . . . . . . . . . .

51


1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  51

B1.1
Student Sample for AOD Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

2. Summary of Key Indicators  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B2.1
Key Indicators of Alcohol and Other Drug Use . . . . . . . . . . . . . . . . . . . . .

52

52


3. Alcohol, Tobacco, and Marijuana Consumption Patterns 
B3.1
Age of Onset – AOD Use . . . . . . . . . . .
B3.2
Age of Onset – Tobacco Use . . . . . . . . .
B3.3
Usual Alcohol Consumption Level . . . . . .
B3.4
Usual Marijuana Consumption Level . . . . .

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53

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55


4. Consequences of AOD Consumption  . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B4.1
Problems Caused by AOD Use . . . . . . . . . . . . . . . . . . . . . . . . . .
B4.2
Alcohol or Other Drug Use Caused Negative Experiences . . . . . . . . . . . .
B4.3
Likelihood of Suspension, Expulsion, Transfer Because of AOD Use/Possession

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56

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5. Supports to Reduce AOD Use  . . . . . . . . . . . . . . . . . . . . . . . . . .
B5.1
Needed Counseling for Use . . . . . . . . . . . . . . . . . . . . . .
B5.2
Likelihood of Finding Help at School for Quitting or Reducing Use .
B5.3
Talked with Parent About ATOD Use . . . . . . . . . . . . . . . . .

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59

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59

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6. Availability  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B6.1
Sold Drugs, Past 12 Months . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B6.2
Sources for Obtaining Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

60

60

60


7. Influences on ATOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B7.1
Personal Disapproval of AOD Use . . . . . . . . . . . . . . . . . . .
B7.2
Parent Disapproval of ATOD Use . . . . . . . . . . . . . . . . . . . .
B7.3
Peer Disapproval of ATOD Use . . . . . . . . . . . . . . . . . . . . .
B7.3
Peer Disapproval of ATOD Use - Continued . . . . . . . . . . . . . .
B7.4
Heard, Read, or Watched Any Anti-ATOD Messages, Past 12 Months

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64

64


C. Building Healthy Communities (BHC) Module . . . . . . . . . . . . . . . . . . . . . . . .

65


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1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  65

C1.1
Student Sample for BHC Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

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67

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3. Physical Activity  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C3.1
Number of Days Exercised, Past 7 Days . . . . . . . . . . . . . . . . . . . . . . . .

69

69


2. Access to Health Care  . . . . . . . . . . . . . . . . .
C2.1
Where Do You Usually Go for Health Care
C2.2
Last Regular Check Up with Dentist . . . .
C2.3
Medical Care Usage, Past Year . . . . . . .

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 C3.2

Minutes Spent Exercising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

69


4. Nutrition  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C4.1
Food Consumption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C4.2
Food and Beverage Consumed on Last School Day . . . . . . . . . . . . . . . . . .

70

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71


5. Lunch at School/Drinking Water . . . . . .
C5.1
Lunch Source on School Days .
C5.2
School Cafeteria and Eating Area
C5.3
Clean and Drinkable Water . . .

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72

73


6. Reasons for School Absence  . . . . . . . . . . . . . . . . . . . .
C6.1
Reasons for Missing School, Past 30 Days . . . . . . .
C6.1
Reasons for Missing School, Past 30 Days – Continued
C6.2
Number of Days Absent from School, Last 30 Days . .

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75

75


7. Community Safety  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C7.1
Neighborhood Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C7.2
Major Problems in Neighborhood . . . . . . . . . . . . . . . . . . . . . . . . . . . .

76

76

77


8. Safety and Supports at School  . . . . . . . . . . . . . . . . . . . .
C8.1
Respect for Diversity . . . . . . . . . . . . . . . . . . .
C8.1
Respect for Diversity - Continued . . . . . . . . . . . . .
C8.2
Supports for Social and Emotional Learning . . . . . . .
C8.2
Supports for Social and Emotional Learning – Continued
C8.3
School Responses to Bullying . . . . . . . . . . . . . .
C8.3
School Responses to Bullying – Continued . . . . . . . .
C8.4
School Promotes Future Success . . . . . . . . . . . . .
C8.5
Student Supports . . . . . . . . . . . . . . . . . . . . .

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78

78

79

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83


9. Future Plans  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C9.1
Future Planning and Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . .

84

84


I. Gender & Sex-Based Harassment Module . . . . . . . . . . . . . . . . . . . . . . . . . . .

85


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1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  85

I1.1
Student Sample for Gender & Sex-Based Harassment Module . . . . . . . . . . . . 85

2. Gender Identity and Sexual Orientation  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I2.1
Gender Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I2.2
Sexual Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

86

86

86


3. Perceptions of LGBT-Related School Safety  . . . . . . . . . . . . . . . . . . . . . . . . . . .
I3.1
Student Perceptions of School Safety, LGBT-Specific . . . . . . . . . . . . . . . . .
I3.1
Student Perceptions of School Safety, LGBT-Specific – Continued . . . . . . . . . .

87

87

88


4. Bullying Incidents, Negative Attitudes, and Pro-Bullying Beliefs . . . . . . . . . . . . . . . . .  89

I4.1
Bullying Incidents on School Property during the Past 12 months, LGBT-Specific . . 89

I4.2
Offensive LGBT-Related Language . . . . . . . . . . . . . . . . . . . . . . . . . . . 90


vi


 I4.3
I4.4
I4.5

Offensive LGBT-Related Language among Peers . . . . . . . . . . . . . . . . . . .
Offensive LGBT-Related Language among Adults . . . . . . . . . . . . . . . . . . .
Pro-Bullying Attitudes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. Intervening Behaviors, Response to Bullying, and Supports  . . . . . . . . . . . .
I5.1
Intervening Behaviors by Peers, LGBT-Specific . . . . . . . . . . . . .
I5.1
Intervening Behaviors by Peers, LGBT-Specific – Continued . . . . . .
I5.2
Intervening Behaviors by Adults, LGBT-Specific . . . . . . . . . . . .
I5.3
Student Response to Bullying . . . . . . . . . . . . . . . . . . . . . . .
I5.4
Willingness to Seek Help about LGBT-Related Issues at School . . . . .
I5.5
Willingness to Seek Help about LGBT-Related Issues outside of School
I5.6
Supports from Adults on Personal Problems . . . . . . . . . . . . . . .

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99


6. School Resources and Policies  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

I6.1
Knowledge of LGBT-Specific Resources and Policies at School . . . . . . . . . . . 100

I6.2
School Policy on Gender & Sex-Based Harassment . . . . . . . . . . . . . . . . . . 101

N. School Climate Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  102

N1.1
Student Sample for School Climate Module . . . . . . . . . . . . . . . . . . . . . . 102

2. Supports for Learning & Student Academic Engagement  . . . .
N2.1
Supports for Learning . . . . . . . . . . . . . . . . .
N2.1
Supports for Learning – Continued . . . . . . . . . .
N2.1
Supports for Learning – Continued . . . . . . . . . .
N2.2
Student Academic Mindset and Learning Engagement

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103

103

104

105

106


3. Fairness and Respect for Diversity . . . . . .
N3.1
Fairness and Respect . . . . . . .
N3.2
Respect for Diversity . . . . . . .
N3.2
Respect for Diversity – Continued

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107

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108

109


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4. Disciplinary Environment  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

N4.1
Consistency and Clarity of Rules and Expectations . . . . . . . . . . . . . . . . . . 110

N4.2
Disciplinary Harshness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

5. Student Peer Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  112

N5.1
Peer Caring Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

6. Social and Emotional Learning  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

N6.1
Supports for Social and Emotional Learning . . . . . . . . . . . . . . . . . . . . . . 113

N6.1
Supports for Social and Emotional Learning – Continued . . . . . . . . . . . . . . . 114

7. School Anti-Bullying Climate  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

N7.1
School Responses to Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

N7.1
School Responses to Bullying – Continued . . . . . . . . . . . . . . . . . . . . . . . 116

8. Facilities Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117


vii


 N8.1

Quality of Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117


9. Scheduled Lunch  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

N9.1
Scheduled Lunch at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Z. San Diego Unified Custom Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  119

Z1.1
Student Sample for Custom Questions . . . . . . . . . . . . . . . . . . . . . . . . . 119

2. Custom Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129


viii


 PREFACE

HYPERLINK FEATURE
The digital version of this report has been hyperlinked. Click on the title of a section or a table in the List of
Tables and you will be automatically directed to the actual content section or table in the report.

This report provides the detailed results for each question from this school/district’s 2016–17 California
Healthy Kids Survey (CHKS), presented in tables organized by topic.
The CHKS, along with its two companion surveys–California School Staff Survey (CSSS) for staff and
the California School Parent Survey (CSPS)–is a service of the California Department of Education
(CDE). These three surveys form the California School Climate, Health, and Learning Surveys (CalSCHLS) System, the largest, most comprehensive effort in the nation to regularly assess students, staff,
and parents at the local level to provide key data on school climate and safety, learning supports and
barriers, and stakeholder engagement, as well as youth development, health, and well-being. Exhibit
1, at the end of the Preface, presents the major school-related domains and constructs assessed by CalSCHLS.
These surveys grew out of CDE’s commitment to helping schools promote the successful cognitive,
social, emotional, and physical development of all students; create more positive, engaging school envi­
ronments for students, staff, and parents; and ensure college and career readiness. They provide a wealth
of information to guide school improvement and Local Control and Accountability Plan (LCAP) ef­
forts, particularly in regard to the state priorities of enhancing school climate, pupil engagement, and
parent involvement.
Factsheets, guidebooks, and other resources to help in understanding and using CHKS results are avail­
able for downloading from the survey website–chks.wested.org–including Helpful Resources for Local
Control and Accountability Plans (chks.wested.org/resources/LCAP Cal SCHLS.pdf). The California
Safe and Supportive Schools website also provides information and tools helpful in implementing effec­
tive strategies to address the needs identified by the survey.
The Cal-SCHLS Technical Assistance Center offers workshops to help identify local needs and develop
action plans to meet those needs, including a Listening to Students Workshop for involving student voice
in the process (see below).
THE SURVEY
The California Department of Education (CDE) has funded the CHKS since 1997 to provide data that
would assist schools in: (1) fostering safe and supportive school climates, social-emotional compe­
tencies, and engagement in learning; (2) preventing youth health-risk behaviors and other barriers to
academic achievement; and (3) promoting positive youth development, resilience, and well-being. A
thorough understanding of the scope and nature of youth behaviors, attitudes, and learning conditions
is essential to guide school improvement efforts, improve academic performance, and develop effective
prevention, health, and youth development programs.
ix


 The CHKS is not just a standalone instrument but a data collection system that districts can customize to
meet local needs and interests. The secondary-school CHKS consists of a required general Core Module
and a series of optional, supplementary topic-focused modules that districts can elect to administer.
Districts may also add their own questions of local interest in a custom module. Table 1 indicates the
modules administered by the district/school.
Core Module
As outlined in Exhibit 1, the Core Module consists of key questions, identified by an expert advisory
committee, that are considered most important for schools to guide improvement of academic, health,
and prevention programs and promote student achievement, college and career readiness, positive devel­
opment, and well-being. The great majority of the questions are school-specific, including the following
indicators:
•  Student grades, truancy, reasons for missing school, academic motivation, and school connect­
edness, as indicators of engagement;
•  The levels of students’ three fundamental developmental supports (protective factors) that pro­
mote positive academic, social, and emotional outcomes: experiences of caring adult relation­
ships, high expectations, and opportunities for meaningful participation at school;
•  Perceived safety and the frequency and type of harassment and bullying at school; and
•  Levels of violence, substance use, and crime-related behavior (e.g., weapons possession) at
school.
Supplementary School Climate Module
To further support school improvement efforts and the LCAP process, a supplementary School Climate
Module is available. It provides additional data on student academic mindset, school academic supports,
discipline/order, supports for social-emotional learning, bullying prevention and positive peer relation­
ships, respect for diversity, and the quality of the physical environment (download from chks.wested.org/
administer/download/supplemental/#clim). A companion Learning Conditions module can be added to
the staff survey to compare their perceptions on the same constructs.
Supplementary Social Emotional Health Module (SEHM)
The SEHM greatly enhances the value of the CHKS as a strength-based assessment of positive emotions,
engagement, ability to build and maintain relationships, and other social-emotional capacities linked to
student mental health and well-being, academic success, and college and career readiness. It includes 46
items that capture the totality of core adolescent psychological assets.
SURVEY ADMINISTRATION AND SAMPLING
School staff administered the survey, following detailed instructions provided by CDE that were designed
to assure the protection of all student and parental rights to privacy and to maintain confidentiality.
Students were surveyed only with the consent of parents or guardians. Each student’s participation was
voluntary, anonymous, and confidential. Table A1.1 gives the target sample of students and the final
number and percent of students who completed the survey (the participation response rate).

x


 THE REPORT
The tables in the Main Report, organized by topic, provide the percentages responding to each question
response option by grade level. Because it is just as important to identify the positive behaviors of youth
as it is to identify the risks they face, the tables reporting risk-behavior data include the percentages of
youth who responded negatively (did not engage in the behavior).
Racial/Ethnic and Gender Results
The demographic questions on the CHKS help districts meet the LCAP requirement to identify and ad­
dress variations in state priorities among significant student subgroups, including differences by race/ethnicity,
gender, socioeconomic status; homeless, migrant, and foster youth; and English language learners. In this
report, summary tables provide key findings (e.g., safety, harassment, developmental supports, school
connectedness) disaggregated by race/ethnic categories and gender. Schools can request supplementary
reports disaggregating all their CHKS results by the race/ethnicity or gender of students or by other
demographic categories.
UNDERSTANDING THE DATA
Care must be taken to understand the factors that can impact the quality, validity, and generalizability of
the results, such as changes that occur in survey content, administration, and/or sample characteristics
between administrations. The following are a few of the key issues that should be kept in mind. A more
detailed discussion of these topics can be found in the CHKS Guidebook to Data Use and Dissemination
(download chks.wested.org/resources/chks guidebook 3 datause.pdf).
Sample Characteristics
Among the most important factors affecting the quality of survey results is the level and type of student
participation. The validity and representativeness of the results will be adversely affected if the student
response rate is lower than 70%. One indication of the survey’s representativeness is how accurately the
sample reflects the gender and ethnic composition of the student enrollment. Even if the response rate is
low, the results provide an indication of what those students who did respond felt about the school and
their experiences and behavior.
Changes Between Survey Administrations
Many factors besides real changes in behavior, attitudes, or experiences among students may account for
changes in results from administration to administration. Changes may be due to differences over time in
the characteristics or size of the sample of students who completed the survey, changes in the questions
themselves, or differences between time periods in which the survey was administered (e.g., some risk
behaviors tend to increase as students age, or may increase during holidays or social events).
RESOURCES
The CHKS and Cal-SCHLS websites contain guidebooks and other tools for using and understanding
survey results, including factsheets that show how data variables are related and offer suggestions for
how data can be analyzed at the local level.

xi


 CDE’s California Safe and Supportive Schools website (CaliforniaS3.wested.org) contains a wealth of
information and tools related to school climate improvement and social-emotional learning. It includes
factsheets analyzing Cal-SCHLS data and What Works Briefs that provide guidance on strategies to
implement.
The School Climate Connection Newsletter provides monthly announcements of resources, tools, webi­
nars and workshops, and research. Sign up on the CHKS or CaliforniaS3 websites.
Among the tools available to help in understanding and using the survey results, especially for LCAP
implementation and monitoring, Making Sense of School Climate provides a discussion of all the CalSCHLS survey items that relate to school climate (download californias3.wested.org/resources/S3 school
climateguidebook final.pdf)
Helpful Resources for Local Control and Accountability Plans (chks.wested.org/resources/LCAP Cal
SCHLS.pdf) describes how survey items align with LCAP priorities and indicators. Also available is an
LCAP-related PowerPoint presentation (chks.wested.org/training-support/workshops-presentations).
NEXT STEPS
Receiving this report is just a beginning step in a data-driven decision-making process. The results of
this student survey should be compared to those obtained from the Cal-SCHLS surveys of school staff
and parents. It is important to determine how consistent are student, staff, and parent perceptions and
experiences.
CHKS results will also be enriched if analyzed in the context of other data typically collected by schools
that relate to the variables assessed, such as discipline referrals, school demographic information, school
vandalism costs, and behavioral observations in classrooms.
The following custom services (additional fees apply) are available through the Cal-SCHLS TA Center
to help in fostering effective use of the results to support school and program improvement efforts and
the LCAP process.
Request School Reports
If the schools in the district vary significantly in demographics, programs, or other characteristics, con­
sider requesting individual reports for each school (a fee applies). Two types of reports are available:
•  A full report with all the survey results.
•  A short, user-friendly, graphic School Climate Report Card that provides results across eight
domains of school climate and provides an overall School Climate Index score based on those
domains. (View a sample report: visit californias3.wested.org/resources/California State SCRC
1314.pdf).
Request District School Climate Report Card
For districts that survey all their schools, a district-level School Climate Report Card can be requested.
This is a powerful, useful tool for guiding efforts to meet the school climate and pupil engagement
priorities for the Local Control and Accountability Plan.

xii


 Request Disaggregated Reports
The staff of the Regional TA Centers can produce full reports that look at how results vary by demo­
graphic subgroups (e.g., race/ethnicity as discussed above, or by youth who are low in academic moti­
vation compared those who are high). This is particularly important given the LCAP requirement that
districts identify and address the needs of underserved subgroups.
Conduct Additional Analyses of Dataset
The complete dataset is available electronically for additional analysis (there is a small fee for prepara­
tion). The dataset enables analyses of patterns in the results, how they are interrelated, and how they vary
by different subgroups of student and across schools within a district. You can also request an analysis
by subgroups as a custom service.
Add Questions to Your Next Surveys
Determine what additional information is needed from students to guide school improvement efforts
and add questions to your next CHKS or CSSS. Both surveys were designed so that schools can add
additional questions to help them conduct a more individualized and comprehensive assessment.
Engage Students, Staff, and Parents in an Action Planning Process
Engage students, staff, and parents in reviewing and exploring the meaning of the results and obtain their
input into how the school might better meet the identified needs and into the development of a detailed
action plan. This communicates to stakeholders that you value their input into how to improve the school
and gives them an opportunity for meaningful participation. This helps enhance pupil engagement and
parent involvement, two LCAP priorities. It will also promote higher rates of participation the next time
the survey is administered, as stakeholders will see how the data has been used for positive purposes.
On request, Cal-SCHLS staff can conduct a structured Listening to Students Workshop designed to ex­
plore with students, as staff observe, the meaning of survey results and obtain their input on how to
address the needs identified by the survey. Cal-SCHLS staff also can conduct a Data Use Action Plan­
ning Workshop designed to identify local needs based on the survey results and engage adult stakeholders
in developing a detailed plan and timetable for meeting those needs using evidence-based strategies. For
more information, contact your Cal-SCHLS Technical Assistance Center (call 888.841.7536 or email
schoolclimate@wested.org). See also: californias3.wested.org/training-support/workshops.

xiii


 Exhibit 1
Major School-related Domains and Constructs Assessed by Cal-SCHLS
Student
Student
School
Core
Climate
Module Module
School connectedness
Student learning engagement and motivation
Student performance (grades)
Attendance (truancy, reasons for absence)
Academic mindset
Academic rigor and norms–high expectations
College and career readiness
Teacher and other supports for learning
Relationships between students and staff
Relationships among students
Relationships among staff
Parent involvement
Meaningful participation and decision-making
Staff supports
Perceived safety
Discipline and order (policies, enforcement)
Violence and victimization (bullying)
Alcohol, tobacco, and drug use
Services and policies to address student needs
Student social-emotional competencies and health
Social-emotional and behavioral supports
Respect for diversity and cultural sensitivity
Quality of physical environment

,
,
,
,
,
,
,
,

,

Parent
Survey

,

,

,
,
,
,
,
,

,
,
,
,
,

Staff
Survey

,
,

,
,
,
,

,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,

,
,
,
,
,
,
,
,
,
,
,

,
,
,

ACKNOWLEDGMENTS
The CHKS and this report were developed by WestEd, in collaboration with Duerr Evaluation Re­
sources, under contract from the California Department of Education Coordinated School Health and
Safety Office. For more information, call the toll-free helpline at 888.841.7536, or visit the website at
chks.wested.org.
Gregory Austin, Ph.D.
Cal-SCHLS Director, WestEd
Tom Herman
Administrator, Coordinated School Health and Safety Office
California Department of Education
xiv


 Survey Module Administration
Table 1
CHKS Survey Modules Administered
Survey Module

Administered

A. Core (Required)

X

B. Alcohol and Other Drugs (AOD) Module

X

C. Building Healthy Communities (BHC) Module

X

D. Cal-Well Module
E. Closing the Achievement Gap (CTAG) Module
F. District Afterschool Module (DASM)
G. Drug Free Communities (DFC) Module
H. Gang Risk Awareness Module
I. Gender & Sex-Based Harassment Module

X

J. Military Connected School Module
K. Physical Health & Nutrition Module
L. Resilience & Youth Development Module
M. Safety & Violence Module
N. School Climate Module

X

O. Sexual Behavior Module
P. Social Emotional Health Module
Q. Tobacco Module
Z. Custom Questions

San Diego Unified
2016-17

X

Page 1

Main Report - Module A: Core


 Core Module Results
1. Survey Sample
Table A1.1
Student Sample Characteristics
Student Sample Size
Target sample
Final number
Average Response Rate

Grade 7

Grade 9

Grade 11

NTA

7,189

8,559

6,473

454

6,113

4,831

3,998

280

85%

56%

62%

62%

Note: A NT includes continuation, community day, and other alternative school types.

San Diego Unified
2016-17

Page 2

Main Report - Module A: Core


 2. Summary of Key Indicators
Table A2.1
Key Indicators of School Climate and Student Well-Being
Grade 7
%
School Engagement and Supports

Grade 9 Grade 11
%
%

NT
%

Table

School connectedness (high)

50

44

47

48

A4.5

Academic motivation (high)

37

32

28

26

A4.5

4

6

11

19

A4.2

Caring adult relationships (high)

32

27

35

35

A4.4

High expectations (high)

50

39

43

44

A4.4

Meaningful participation (high)

14

11

15

11

A4.4

School perceived as very safe or safe

61

55

63

61

A5.1

Experienced any harassment or bullying†

43

33

26

18

A5.2

Had mean rumors or lies spread about you†

46

33

27

24

A5.3

22

14

6

9

A5.4

15

9

5

12

A5.4

18

13

7

14

A5.6

2

8

11

26

A6.10

Current alcohol or drug use‡

8

18

26

42

A6.4

Current binge drinking‡

1

5

9

19

A6.4

Very drunk or “high” 7 or more times

1

7

14

32

A6.6

Current cigarette smoking‡

1

2

3

10

A7.3

3

7

8

14

A7.3

29

31

31

33

A8.4

na

16

14

14

A8.5

Truant more than a few times†

School Safety and Substance Use

Been afraid of being beaten up
Been in a physical fight

†

†

Seen a weapon on campus†
Been drunk or “high” on drugs at school, ever
Mental and Physical Health

Current electronic cigarette use‡
Experienced chronic sadness/hopelessness
Considered suicide

†

†

Notes: Cells are empty if there are less than 10 respondents.
12 months; ‡ Past 30 days; na—Not asked of middle school students.

† Past

San Diego Unified
2016-17

Page 3

Main Report - Module A: Core


 3. Demographics
Table A3.1
Gender of Sample
Grade 7
%
50

Grade 9
%
50

Grade 11
%
49

NT
%
56

50

50

51

44

No

Grade 7
%
58

Grade 9
%
54

Grade 11
%
59

NT
%
26

Yes

42

46

41

74

Grade 7
%
2

Grade 9
%
2

Grade 11
%
1

NT
%
4

15

14

19

5

Black or African American

6

7

7

10

Native Hawaiian or Pacific Islander

2

2

2

3

White

26

33

39

21

Mixed (two or more) races

49

42

31

56

Male
Female
Question HS/MS A.3: What is your sex?
Notes: Cells are empty if there are less than 10 respondents.

Table A3.2
Hispanic or Latino

Question HS/MS A.5: Are you of Hispanic or Latino origin?

Notes: Cells are empty if there are less than 10 respondents.


Table A3.3
Race

American Indian or Alaska Native
Asian

Question HS/MS A.6: What is your race?

Notes: Cells are empty if there are less than 10 respondents.


San Diego Unified
2016-17

Page 4

Main Report - Module A: Core


 Table A3.4
Living Situation
Grade 7
%
88

Grade 9
%
93

Grade 11
%
94

NT
%
84

Other relative’s home

2

1

1

4

A home with more than one family

5

3

2

4

Friend’s home

0

0

0

1

Foster home, group care, or waiting placement

0

0

0

3

Hotel or motel

0

0

0

0

Shelter, car, campground, or other transitional or
temporary housing

0

0

0

0

Other living arrangement

5

2

1

2

A home with one or more parents or guardian

Question HS/MS A.8: What best describes where you live? A home includes a house, apartment, trailer, or mobile

home.

Notes: Cells are empty if there are less than 10 respondents.


Table A3.5
Highest Education of Parents
Grade 7
%
8

Grade 9
%
13

Grade 11
%
15

NT
%
35

10

14

15

20

9

11

13

13

Graduated from college

45

47

47

14

Don’t know

28

15

9

17

Did not finish high school
Graduated from high school
Attended college but did not complete four-year degree

Question HS/MS A.9: What is the highest level of education your parents or guardians completed? (Mark the

educational level of the parent or guardian who went the furthest in school.)

Notes: Cells are empty if there are less than 10 respondents.


San Diego Unified
2016-17

Page 5

Main Report - Module A: Core


 Table A3.6
Free or Reduced Price Meals Eligibility

No

Grade 7
%
35

Grade 9
%
39

Grade 11
%
44

NT
%
5

Yes

47

47

49

80

Don’t know

18

14

6

14

Question HS/MS A.10: Do you receive free or reduced-price lunches at school? (Receiving free or reduced-price

lunches means that lunch at school is provided to you for free or you pay less for it.)

Note: Cells are empty if there are less than 10 respondents.


Table A3.7
Participation in Migrant Education Program, Past 3 Years

No

Grade 7
%
68

Grade 9
%
79

Grade 11
%
90

NT
%
79

Yes

1

2

1

1

31

19

9

20

Don’t know

Question HS/MS A.11: In the past three years, were you part of the Migrant Education Program or did your family

move to find seasonal or temporary work in agriculture or fishing?

Note: Cells are empty if there are less than 10 respondents.


Table A3.8
Language Spoken at Home

English

Grade 7
%
62

Grade 9
%
62

Grade 11
%
65

NT
%
47


Spanish

25

26

22

47


Mandarin

0

0

0

0


Cantonese

0

0

0

0


Taiwanese

0

0

0

0


Tagalog

3

2

2

1


Vietnamese

3

4

5

1


Korean

0

0

0

0


Other

6

5

5

3


Question HS/MS A.12: What language is spoken most of the time in your home?
Note: Cells are empty if there are less than 10 respondents.
San Diego Unified
2016-17

Page 6
Main Report - Module A: Core

 Table A3.9
English Language Proficiency – All Students
Grade 7
mean/%

Grade 9
mean/%

Grade 11
mean/%

NT
mean/%

English Language Proficiency
3.76

3.80

3.84

3.77

Very well

87

89

91

88

Well

12

10

8

11

Not well

1

1

1

0

Not at all

0

0

0

0

Very well

80

84

87

81

Well

18

14

11

16

Not well

2

2

1

2

Not at all

0

0

0

1

Very well

77

82

85

79

Well

20

16

13

18

Not well

3

2

1

3

Not at all

0

0

0

0

Very well

73

77

82

71

Well

23

19

16

27

Not well

4

3

2

2

Not at all

0

0

0

0

Proficient

75

80

84

77

Not proficient

25

20

16

23

Average Scale Score
How well do you...
understand English?

speak English?

read English?

write English?

English Language Proficiency Status

Question HS/MS A.13-16: 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.


San Diego Unified
2016-17

Page 7

Main Report - Module A: Core


 Table A3.10
English Language Proficiency – Students Speaking a Language Other Than English at Home
Grade 7 Grade 9 Grade 11
NT
mean/% mean/% mean/% mean/%
English Language Proficiency
3.57

3.66

3.70

3.72

Very well

75

80

82

84

Well

23

18

17

15

Not well

2

2

1

1

Not at all

1

1

1

0

Very well

63

70

74

77

Well

31

25

22

21

Not well

5

4

3

1

Not at all

1

1

0

1

Very well

59

71

72

73

Well

33

24

25

23

Not well

7

4

3

4

Not at all

0

1

1

1

Very well

56

64

66

64

Well

36

30

29

33

Not well

7

5

4

3

Not at all

1

0

1

0

Proficient

57

68

70

72

Not proficient

43

32

30

28

Average Scale Score
How well do you...
understand English?

speak English?

read English?

write English?

English Language Proficiency Status

Question HS/MS A.12-16: 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.

San Diego Unified
2016-17

Page 8

Main Report - Module A: Core


 Table A3.11
Number of Days Attending Afterschool Program

0 days

Grade 7
%
73

Grade 9
%
66

Grade 11
%
67

NT
%
65

1 day

6

8

7

13

2 days

5

6

8

11

3 days

3

5

5

3

4 days

2

3

3

2

5 days

11

11

9

6

Question HS/MS A.17: How many days a week do you usually go to your school’s afterschool program?
Notes: Cells are empty if there are less than 10 respondents.

Table A3.12
Military Connections

No

Grade 7
%
86

Grade 9
%
88

Grade 11
%
92

NT
%
91

Yes

10

9

7

7

4

3

2

2

Don’t know

Question HS A.117/MS A.107: Is your father, mother, or caretaker currently in the military (Army, Navy, Marines,

Air Force, National Guard, or Reserves)?

Notes: Cells are empty if there are less than 10 respondents.


Table A3.13
Sexual Orientation and Gender Identification
Grade 7
%
77

Grade 9
%
82

Grade 11
%
82

NT
%
82

Gay or Lesbian

2

4

4

4

Bisexual

6

9

9

9

Transgender

1

2

2

3

Not sure

11

8

6

4

Decline to respond

11

7

7

9

Heterosexual (straight)

Question HS A.118/MS A.108: Which of the following best describes you? (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
2016-17

Page 9
Main Report - Module A: Core

 4. School Performance, Supports, and Engagements
Table A4.1
Grades, Past 12 Months

Mostly A’s

Grade 7
%
25

Grade 9
%
25

Grade 11
%
27

NT
%
9

A’s and B’s

31

32

33

20

Mostly B’s

7

7

10

10

B’s and C’s

20

18

18

24

Mostly C’s

4

5

5

12

C’s and D’s

8

8

5

14

Mostly D’s

1

1

1

3

Mostly F’s

3

3

1

8

Question HS/MS A.18: 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
%
69

Grade 9
%
68

Grade 11
%
59

NT
%
44

1-2 times

14

14

16

17

A few times

13

12

15

20

Once a month

2

2

4

3

Once a week

1

1

3

3

More than once a week

1

3

4

12

0 times

Question HS/MS A.19: 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
2016-17

Page 10

Main Report - Module A: Core


 Table A4.3
Reasons for Absence, Past 30 Days
Grade 7
%
37

Grade 9
%
35

Grade 11
%
29

NT
%
29

49

53

57

50

8

11

16

17

Didn’t get enough sleep

11

16

23

27

Didn’t feel safe at school

2

3

3

2

Had to work

1

1

2

6

Had to take care of or help a family member or friend

7

6

6

15

Wanted to spend time with friends who don’t go to your
school

1

2

2

6

Wanted to use alcohol or drugs

1

2

2

6

Were behind in schoolwork or weren’t prepared for a test
or class assignment

4

9

18

7

Were bored with or uninterested in school

3

6

10

11

Were suspended

2

2

1

3

18

13

12

13

Does not apply, I didn’t miss any school
Illness (feeling physically sick), including problems with
breathing or your teeth
Felt very sad, hopeless, anxious, stressed, or angry

Other reason

Question HS/MS A.20: In the past 30 days, did you miss school for any of the following reasons? (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
2016-17

Page 11

Main Report - Module A: Core


 Table A4.4
School Environment Scales
Grade 7

Grade 9 Grade 11

NT

Table

Total school supports
2.68

2.57

2.71

2.68

High (%)

32

25

33

29

Moderate (%)

53

55

51

58

Low (%)

16

20

16

14

2.75

2.67

2.86

2.89

High (%)

32

27

35

35

Moderate (%)

53

56

54

55

Low (%)

14

16

11

10

3.08

2.93

3.03

3.08

High (%)

50

39

43

44

Moderate (%)

42

50

50

49

8

11

8

7

2.21

2.11

2.25

2.07

High (%)

14

11

15

11

Moderate (%)

50

50

49

46

Low (%)

36

40

36

43

Average Scale Score

Caring adults in school
Average Scale Score

A4.6

High expectations-adults in school
Average Scale Score

Low (%)

A4.7

Meaningful participation at school
Average Scale Score

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
2016-17

Page 12

Main Report - Module A: Core


 Table A4.5
School Connectedness, Parent Involvement, and Academic Motivation Scales
Grade 7 Grade 9 Grade 11

NT

Table

A4.9

School Connectedness
3.64

3.51

3.54

3.49

High (%)

50

44

47

48

Moderate (%)

41

44

43

40

9

11

10

12

3.58

3.26

3.23

3.48

High (%)

40

26

26

35

Moderate (%)

44

48

47

49

Low (%)

15

26

27

16

4.02

3.90

3.88

3.89

High (%)

37

32

28

26

Moderate (%)

44

44

47

54

Low (%)

19

25

25

20

Average Scale Score

Low (%)
Parent Involvement in School
Average Scale Score

A4.10

Academic Motivation
Average Scale Score

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
2016-17

Page 13

Main Report - Module A: Core


 Table A4.6
Caring Relationships Scale Questions
Grade 7
mean/%

Grade 9
mean/%

Grade 11
mean/%

NT
mean/%

Caring adults in school
2.75

2.67

2.86

2.89

Not at all true

12

13

8

11

A little true

32

33

28

23

Pretty much true

33

33

35

41

Very much true

23

21

29

24

Not at all true

15

16

11

6

A little true

28

29

28

23

Pretty much true

31

32

34

43

Very much true

26

22

28

28

Not at all true

10

11

8

9

A little true

24

26

24

19

Pretty much true

33

36

36

40

Very much true

33

27

33

33

Average Scale Score
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.34, 36, 38: 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
2016-17

Page 14

Main Report - Module A: Core


 Table A4.7
High Expectations Scale Questions
Grade 7
mean/%

Grade 9
mean/%

Grade 11
mean/%

NT
mean/%

High expectations-adults in school
3.08

2.93

3.03

3.08

8

10

7

6

A little true

22

25

24

18

Pretty much true

37

38

37

43

Very much true

33

27

32

33

5

7

5

6

A little true

14

20

19

15

Pretty much true

32

36

36

41

Very much true

49

38

40

39

9

10

7

8

A little true

19

23

21

15

Pretty much true

31

33

35

37

Very much true

41

34

37

40

Average Scale Score
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.35, 37, 39: 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
2016-17

Page 15

Main Report - Module A: Core


 Table A4.8
Meaningful Participation Scale Questions
Grade 7
mean/%

Grade 9
mean/%

Grade 11
mean/%

NT
mean/%

Meaningful participation at school
2.21

2.11

2.25

2.07

Not at all true

17

19

18

26

A little true

33

33

30

39

Pretty much true

29

28

29

20

Very much true

21

20

24

14

Not at all true

46

48

43

43

A little true

29

30

28

32

Pretty much true

16

15

18

17

Very much true

9

7

11

9

Not at all true

28

34

29

34

A little true

36

37

35

36

Pretty much true

22

20

22

19

Very much true

14

9

14

12

Average Scale Score
At school...
I do interesting activities.

I help decide things like class activities or rules.

I do things that make a difference.

Question HS/MS A.40-42: At school... I do interesting activities... I help decide things like class activities or

rules... I do things that make a difference.

Notes: Cells are empty if there are less than 10 respondents.


San Diego Unified
2016-17

Page 16

Main Report - Module A: Core


 Table A4.9
School Connectedness Scale Questions
Grade 7
mean/%
School Connectedness
Average Scale Score
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 9
mean/%

Grade 11
mean/%

NT
mean/%

3.64

3.51

3.54

3.49

3
6
22
44
25

5
8
23
43
22

5
9
24
40
22

10
9
43
29
9

6
7
24
39
24

7
9
28
38
18

7
9
29
38
16

10
7
22
44
16

6
10
27
38
20

7
11
33
35
14

7
11
31
37
14

9
7
33
39
12

7
12
27
36
18

6
12
30
40
12

5
11
28
43
14

6
6
19
47
22

5
9
24
40
23

5
7
29
43
16

3
6
27
46
18

5
4
24
48
18

Question HS/MS A.21-25: 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
2016-17

Page 17
Main Report - Module A: Core


 Table A4.10
Parent Involvement Scale Questions
Grade 7
mean/%

Grade 9
mean/%

Grade 11
mean/%

NT
mean/%

Parent Involvement in School
3.58

3.26

3.23

3.48

4

8

8

6

Disagree

10

16

18

7

Neither disagree nor agree

26

35

36

27

Agree

40

30

29

46

Strongly agree

20

10

8

14

Strongly disagree

4

5

5

5

Disagree

7

9

9

9

Neither disagree nor agree

33

44

44

43

Agree

37

31

32

30

Strongly agree

19

11

10

13

Strongly disagree

5

6

7

5

Disagree

9

12

14

3

Neither disagree nor agree

33

41

37

39

Agree

36

30

32

38

Strongly agree

17

11

10

14

Average Scale Score
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.

Question HS/MS A.27-29: 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
2016-17

Page 18

Main Report - Module A: Core


 Table A4.11
Academic Motivation Scale Questions
Grade 7
mean/%

Grade 9
mean/%

Grade 11
mean/%

NT
mean/%

Academic Motivation
4.02

3.90

3.88

3.89

Strongly disagree

2

2

2

3

Disagree

3

4

4

3

Neither disagree nor agree

11

15

15

13

Agree

38

40

43

49

Strongly agree

46

39

36

32

5

5

5

4

Disagree

10

11

12

7

Neither disagree nor agree

26

28

26

24

Agree

35

34

36

47

Strongly agree

24

22

21

18

Strongly disagree

3

3

3

3

Disagree

4

6

5

4

Neither disagree nor agree

18

21

21

21

Agree

43

42

44

50

Strongly agree

33

28

27

22

Strongly disagree

2

2

2

4

Disagree

3

3

4

3

Neither disagree nor agree

13

17

18

13

Agree

37

40

43

49

Strongly agree

46

37

34

31

Average Scale Score
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.30-33: 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
2016-17

Page 19
Main Report - Module A: Core


 Table A4.12
Quality of School Physical Environment
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

10

11

10

6

Disagree

20

20

22

6

Neither disagree nor agree

30

32

32

26

Agree

30

30

30

51

8

7

7

11

My school is usually clean and tidy.

Strongly agree

Question HS/MS A.26: 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
2016-17

Page 20

Main Report - Module A: Core


 5. School Violence, Victimization, and Safety
Table A5.1
Perceived Safety at School
Grade 7
%
18

Grade 9
%
14

Grade 11
%
18

NT
%
22

Safe

43

41

44

39

Neither safe nor unsafe

31

37

32

32

Unsafe

5

5

3

5

Very unsafe

3

3

3

2

Very safe

Question HS A.89/MS A.79: How safe do you feel when you are at school?
Notes: Cells are empty if there are less than 10 respondents.

San Diego Unified
2016-17

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

79

83

87

89

1 time

9

7

5

4

12

11

8

7

0 times

92

93

94

93

1 time

4

3

2

2

2 or more times

4

4

4

4

0 times

89

91

92

93

1 time

5

4

3

3

2 or more times

6

5

5

4

0 times

87

92

94

94

1 time

5

3

2

2

2 or more times

7

5

4

4

0 times

94

95

97

94

1 time

3

2

1

2

2 or more times

3

3

2

4

34

27

21

16

0 times

74

81

88

89

1 time

9

7

4

4

17

13

8

7

43

33

26

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

Any of the above five bias-related reasons
Any other reason

2 or more times
Any harassment

Question HS A.105-110/MS A.96-101: 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 (being male or female)... Because you are gay or lesbian or someone thought you were... A physical

or mental disability... Any other reason.

Notes: Cells are empty if there are less than 10 respondents.


San Diego Unified
2016-17

Page 22
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

14

11

9

2 to 3 times

12

10

9

6

4 or more times

13

10

7

8

0 times

64

66

73

83

1 time

13

10

8

5

9

9

8

6

15

14

11

6

0 times

59

68

75

82

1 time

15

12

9

4

2 to 3 times

10

8

7

6

4 or more times

16

12

8

8

0 times

52

68

77

84

1 time

16

11

8

6

2 to 3 times

11

8

6

3

4 or more times

21

14

9

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 A.93-95, 104/MS A.84-86, 95: 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
2016-17

Page 23

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
65
1 time
15
2 to 3 times
9
4 or more times
11
been afraid of being beaten up?
0 times
78
1 time
12
2 to 3 times
5
4 or more times
6
been in a physical fight?
0 times
85
1 time
9
2 to 3 times
4
4 or more times
2
been threatened with harm or injury?
0 times
87
1 time
7
2 to 3 times
3
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
6
2 to 3 times
3
4 or more times
2

Grade 9
%

Grade 11
%

NT
%

81
10
5
5

90
5
3
2

87
6
3
3

86
8
3
3

94
4
1
1

91
5
2
2

91
6
2
1

95
3
1
1

88
3
4
5

92
4
2
2

96
2
1
1

93
3
2
1

96
2
1
1

98
1
1
0

92
3
3
2

76
10
7
7

81
8
5
6

79
7
4
9

Question HS A.90-92, 97, 101, 103/MS A.81-83, 88, 92, 94: 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
2016-17

Page 24

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

81
11
4
3

88
8
2
2

87
7
2
3

92
6
1
1

94
3
1
1

96
2
1
1

94
3
2
2

Question HS A.96, 98/MS A.87, 89: 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
0
0
0

99
1
0
0

99
0
0
0

97
1
2
1

95
3
1
1

96
2
1
1

98
1
0
1

91
4
3
3

82
12
3
2

87
7
3
2

93
3
2
1

86
6
4
4

Question HS A.99, 100, 102/MS A.90, 91, 93: 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
2016-17

Page 25
Main Report - Module A: Core


 6. Alcohol and Other Drug Use
Table A6.1
Summary Measures of Level of AOD Use
Grade 7
%
Lifetime alcohol or drugs (excluding cold/cough
medicines and prescription drugs)

Grade 9 Grade 11
%
%

NT
%

Table

15

30

42

60

A6.3

Current alcohol or drugs

8

18

26

42

A6.4

Current heavy drug uses

2

7

11

26

A6.4

Current heavy alcohol use (binge drinking)

1

5

9

19

A6.4

Current alcohol or drug use on school property

3

6

5

14

A6.9

Note: Cells are empty if there are less than 10 respondents.


San Diego Unified
2016-17

Page 26

Main Report - Module A: Core


 Table A6.2
Summary of AOD Lifetime Use
Grade 7
%
11

Grade 9
%
24

Grade 11
%
37

NT
%
48

Marijuana

6

19

29

49

Inhalants

4

4

3

9

Cocaine, Methamphetamine, or any amphetamines

na

2

3

10

Ecstasy, LSD, or other psychedelics

na

3

5

11

Prescription pain killers, Diet Pills, or other prescription
stimulant

na

11

13

23

Alcohol

Notes: Cells are empty if there are less than 10 respondents.
na—Not asked of middle school students.

San Diego Unified
2016-17

Page 27

Main Report - Module A: Core


 Table A6.3
Lifetime AOD Use
Alcohol (one full drink)
0 times
1 time
2 to 3 times
4 or more times
Marijuana
0 times
1 time
2 to 3 times
4 or more times
Inhalants (to get “high”)
0 times
1 time
2 to 3 times
4 or more times
Cocaine, Methamphetamine, or any amphetamines
0 times
1 time
2 to 3 times
4 or more times
Ecstasy, LSD, or other psychedelics
0 times
1 time
2 to 3 times
4 or more times
Any other drug, or pill, or medicine to get “high” or
for other than medical reasons
0 times
1 time
2 to 3 times
4 or more times
Any of the above AOD use

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

89
5
3
2

76
7
8
10

63
6
9
22

52
9

10

29


94
2
1
2

81
4
4
10

71
6
5
18

51
6

6

38


96
2
1
1

96
1
1
1

97
1
1
1

91
4

1

3


na
na
na
na

98
1
1
1

97
1
1
1

90
3

4

4


na
na
na
na

97
1
1
1

95
2
2
1

89
2

4

5


97
1
1
1
15

96
2
1
2
30

96
1
2
2
42

89
3

3

5

60


Question HS A.46-49, 51, 56/MS A.47-49, 51: During your life, how many times have you used the following

substances? One full drink of alcohol (such as a can of beer, glass of wine, wine cooler, or shot of liquor)...

Marijuana (pot, weed, grass, hash, bud)... Inhalants (things you sniff, huff, or breathe to get “high” such as

glue, paint, aerosol sprays, gasoline, poppers, gases)... Cocaine, Methamphetamine, or any amphetamines (meth,

speed, crystal, crank, ice)... Ecstasy, LSD, or other psychedelics (acid, mescaline, peyote, mushrooms)... Any

other drug, or pill, or medicine to get “high” or for other than medical reasons.

Notes: Cells are empty if there are less than 10 respondents.

na—Not asked of middle school students.


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2016-17

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 Table A6.3
Lifetime AOD Use – Continued
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

0 times

na

92

90

80

1 time

na

2

3

3


2 to 3 times

na

2

3

6


4 or more times

na

3

4

11


0 times

na

95

96

95

1 time

na

1

1

2


2 to 3 times

na

1

1

2


na

3

2

2


0 times

na

96

95

89

1 time

na

1

2

2


2 to 3 times

na

1

1

2


4 or more times

na

2

2

6


0 times

na

77

78

71

1 time

na

4

3

5


2 to 3 times

na

5

5

10


4 or more times

na

14

13

14


Prescription pain medication, tranquilizers, or
sedatives

Diet Pills

4 or more times
TM

TM

Ritalin or Adderall
stimulant

or other prescription

Cold/Cough Medicines or other over-the-counter
medicines

Question HS A.52-55: During your life, how many times have you used the following substances?... Prescrip­
tion pain medication (VicodinTM , OxyContinTM , PercodanTM , LortabTM ), tranquilizers, or sedatives (XanaxTM ,

AtivanTM )... Diet Pills (Didrex, Dexedrine, Zinadrine, Skittles, M&M’s)... RitalinTM or AdderallTM (JIF, R-ball,

Skippy) or other prescription stimulant... Cold/Cough Medicines (Triple-C’s, Coricidin Cough, Sudafed, Ther­
aFlu, Tylenol Cough) or other over-the-counter medicines.

Notes: Cells are empty if there are less than 10 respondents.

na—Not asked of middle school students.


San Diego Unified
2016-17

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 Table A6.4
Current AOD Use, Past 30 Days
Grade 7
%
6

Grade 9
%
12

Grade 11
%
19

NT
%
27

Binge drinking (5 or more drinks in a row)

1

5

9

19

Marijuana

3

11

16

33

Inhalants

1

1

1

5

Prescription medications to get “high” or for reasons
other than prescribed

na

3

3

9

Other drug, pill, or medicine to get “high” or for other
than medical reasons

1

2

2

6

Any drug use

4

12

18

36

Heavy drug use

2

7

11

26

Any AOD Use

8

18

26

42

na

3

5

11

Alcohol (at least one drink)

Two or more drugs at the same time

Question HS A.63-69/MS A.58-62: During the past 30 days, on how many days did you use... at least one

drink of alcohol... five or more drinks of alcohol in a row, that is, within a couple of hours... marijuana (pot,

weed, grass, hash, bud)... inhalants (things you sniff, huff, or breathe to get “high”)... prescription medications

to get “high” or for reasons other than prescribed (such as VicodinTM , OxyContinTM , PercodanTM , RitalinTM ,

AdderallTM , XanaxTM )... any other drug, pill, or medicine to get “high” or for other than medical reasons... two

or more substances at the same time (for example, alcohol with marijuana, ecstasy with mushrooms)?

Notes: Cells are empty if there are less than 10 respondents.

Heavy drug use was calculated based on pattern of combined current drug use on three or more days (marijuana,

inhalants, prescription pain medicine to get “high” (high school only) and any other illegal drug/pill to get

“high”).

na—Not asked of middle school students.


San Diego Unified
2016-17

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Main Report - Module A: Core


 Table A6.5
Frequency of Current AOD Use, Past 30 Days
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

94

88

81

73

1 or 2 days

5

9

13

15

3 to 9 days

0

2

5

6

10 to 19 days

0

0

1

3

20 or more days

0

1

0

2

99

95

91

81

1 or 2 days

1

3

6

10

3 to 9 days

0

1

2

5

10 to 19 days

0

0

0

1

20 or more days

0

0

0

3

97

89

84

67

1 or 2 days

2

6

7

11

3 to 9 days

1

2

4

4

10 to 19 days

0

1

2

5

20 or more days

0

2

3

14

Alcohol (at least one drink)
0 days

Binge drinking (5 or more drinks in a row)
0 days

Marijuana
0 days

Question HS A.63-65/MS A.58-60: During the past 30 days, on how many days did you use... at least one drink of

alcohol... five or more drinks of alcohol in a row, that is, within a couple of hours... marijuana (pot, weed, grass,

hash, bud)?

Note: Cells are empty if there are less than 10 respondents.


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2016-17

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 Table A6.6
Lifetime Drunk or “High”

Very drunk or sick after drinking alcohol
0 times
1 to 2 times
3 to 6 times
7 or more times
“High” (loaded, stoned, or wasted) from using drugs
0 times
1 to 2 times
3 to 6 times
7 or more times
Very drunk or “high” 7 or more times

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

97
3
0
0

90
7
2
1

81
11
5
4

69
14
7
9

95
3
1
1
1

84
6
4
6
7

75
7
4
13
14

55
9
7
30
32

Question HS A.57, 58/MS A.52, 53: During your life, how many times have you been... very drunk or sick after

drinking alcohol... “high” (loaded, stoned, or wasted) from using drugs?

Note: Cells are empty if there are less than 10 respondents.


Table A6.7
Cessation Attempts

Alcohol
Does not apply, don’t use
0 times
1 time
2 to 3 times
4 or more times
Marijuana
Does not apply, don’t use
0 times
1 time
2 to 3 times
4 or more times

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

na
na
na
na
na

86
10
2
1
1

80
16
2
1
1

67
22
4
4
4

na
na
na
na
na

85
10
3
2
1

79
15
3
2
1

57
25
9
3
6

Question HS A.86, 87: How many times have you tried to quit or stop using... alcohol... marijuana?
Notes: Cells are empty if there are less than 10 respondents.
na—Not asked of middle school students.

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2016-17

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 Table A6.8
Drinking While Driving, Lifetime
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Never

na

92

90

78

1 time

na

3

4

5

2 times

na

2

2

6

3 to 6 times

na

1

2

6

7 or more times

na

1

2

5

Never

70

na

na

na

1 time

11

na

na

na

2 times

6

na

na

na

3 to 6 times

6

na

na

na

7 or more times

7

na

na

na

Driven a car when you had been drinking, or been in
a car driven by a friend who had been drinking

Have ridden in a car driven by someone who had
been drinking

Question HS A.88/MS A.78: During your life, how many times have you ever driven a car when you had been

drinking alcohol, or been in a car driven by a friend when he or she had been drinking?... In your life, how many

times have you ridden in a car driven by someone who had been drinking alcohol?

Notes: Cells are empty if there are less than 10 respondents.

na—Not asked of middle/high school students.


San Diego Unified
2016-17

Page 33

Main Report - Module A: Core


 Table A6.9
Current AOD Use on School Property, Past 30 Days
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

98

97

98

91

1 to 2 days

1

3

2

6

3 or more days

0

1

1

3

99

96

96

91

1 to 2 days

1

2

2

3

3 or more days

0

2

2

6

99

98

99

95

1 to 2 days

0

1

1

3

3 or more days

0

1

0

2

3

6

5

14

Alcohol
0 days

Marijuana
0 days

Any other drug, pill, or medicine to get “high” or for
other than medical reasons?
0 days

Any of the above

Question HS A.73-75/MS A.66-68: During the past 30 days, on how many days on school property did you... have

at least one drink of alcohol... smoke marijuana... use any other drug, pill, or medicine to get “high” or for other

than medical reasons?

Notes: Cells are empty if there are less than 10 respondents.


Table A6.10
Lifetime Drunk or “High” on School Property
Grade 7
%
98

Grade 9
%
92

Grade 11
%
89

NT
%
74

1 to 2 times

2

4

4

8

3 to 6 times

0

2

3

6

7 or more times

0

2

4

12

0 times

Question HS A.59/MS A.54: During your life, how many times have you been... drunk on alcohol or “high” on

drugs on school property?

Notes: Cells are empty if there are less than 10 respondents.


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Main Report - Module A: Core


 Table A6.11
Perceived Harm and Availability
Perceived Harm of Use...
Alcohol - drink occasionally
Great
Moderate
Slight
None
Alcohol - 5 or more drinks once or twice a week
Great
Moderate
Slight
None
Marijuana - smoke occasionally
Great
Moderate
Slight
None
Marijuana - smoke once or twice a week
Great
Moderate
Slight
None
Perceived Difficulty of Obtaining...
Alcohol
Very difficult
Fairly difficult
Fairly easy
Very easy
Don’t know
Marijuana
Very difficult
Fairly difficult
Fairly easy
Very easy
Don’t know

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

26
24
23
27

28
25
26
21

31
25
27
17

36
23
21
19

48
19
8
25

53
23
8
16

58
23
8
11

49
23
8
20

36
23
13
27

31
21
21
27

28
18
23
31

25
16
20
39

45
19
10
27

40
21
15
24

35
22
18
25

26
17
16
40

15
12
16
12
46

6
8
24
28
34

5
7
27
36
25

9
7
23
33
28

19
11
12
12
46

6
6
21
35
31

5
5
24
43
24

9
3
17
45
27

Question HS A.78-81, 83, 84/MS A.71-74, 76, 77: How much do people risk harming themselves physically and in

other ways when they do the following?... Drink alcohol occasionally... Have five or more drinks of an alcoholic

beverage once or twice a week... Smoke marijuana occasionally... Smoke marijuana once or twice a week... How

difficult is it for students in your grade to get any of the following substances if they really want them?... Alcohol...

Marijuana.

Note: Cells are empty if there are less than 10 respondents.

San Diego Unified
2016-17

Page 35

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
Ever smoked a whole cigarette

2

5

8

24

A7.2

Current cigarette smoking

1

2

3

10

A7.3

Current cigarette smoking at school‡

0

1

1

3

A7.4

Ever tried smokeless tobacco

1

2

4

7

A7.2

1

1

1

4

A7.3

Current smokeless tobacco use at school‡

0

1

1

3

A7.4

Ever used electronic cigarettes or other vaping
device

8

18

23

40

A7.2

Current use of electronic cigarettes or other
vaping device‡

3

7

8

14

A7.3

Current use of electronic cigarettes or other
vaping device at school‡

1

3

2

7

A7.4

na

2

2

8

A7.5

Occasional smoking great harm

32

37

45

41

A7.6

Smoking 1-2 packs per day great harm

59

68

77

62

A7.6

9

20

26

30

A7.6

‡

Current smokeless tobacco use

‡

Cessation Attempts
Tried to quit or stop using cigarettes
Attitudes and Correlates

Very easy to obtain cigarettes
Notes: Cells are empty if there are less than 10 respondents.
30 days; na—Not asked of middle school students.

‡ Past

San Diego Unified
2016-17

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Main Report - Module A: Core


 Table A7.2
Lifetime Tobacco Use
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

0 times

96

na

na

na

1 time

2

na

na

na


2 to 3 times

1

na

na

na


4 or more times

1

na

na

na


0 times

98

95

92

76

1 time

1

2

3

7


2 to 3 times

0

2

2

7


4 or more times

1

2

4

10


0 times

99

98

96

93

1 time

1

1

1

1


2 to 3 times

0

1

1

3


4 or more times

0

1

1

3


0 times

92

82

77

60

1 time

4

5

5

9


2 to 3 times

2

5

6

11


4 or more times

2

7

11

21


A cigarette, even one or two puffs

A whole cigarette

Smokeless tobacco

An electronic cigarette or other vaping device

Question HS A.43-45/MS A.43-46: During your life, how many times have you used the following substances?

A cigarette, even one or two puffs... A whole cigarette... Smokeless tobacco (dip, chew, or snuff)... Electronic

cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens.

Notes: Cells are empty if there are less than 10 respondents.

na—Not asked of high school students.


San Diego Unified
2016-17

Page 37

Main Report - Module A: Core


 Table A7.3
Any Current Use and Daily Use

Cigarettes
Any
Daily (20 or more days)
Smokeless Tobacco
Any
Daily (20 or more days)
Electronic cigarettes or other vaping device
Any
Daily (20 or more days)

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

1
0

2
0

3
0

10
2

1
0

1
0

1
0

4
1

3
0

7
1

8
1

14
3

Question HS A.60-62/MS A.55-57: During the past 30 days, on how many days did you use... cigarettes... smoke­
less tobacco (dip, chew, or snuff )... 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
2016-17

Page 38

Main Report - Module A: Core


 Table A7.4
Current Smoking on School Property, Past 30 Days
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

100

99

99

97

1 or 2 days

0

1

0

2

3 to 9 days

0

0

0

1

10 to 19 days

0

0

0

0

20 or more days

0

0

0

0

100

99

99

97

1 or 2 days

0

0

0

2

3 to 9 days

0

0

0

0

10 to 19 days

0

0

0

0

20 or more days

0

0

0

1

99

97

98

93

1 or 2 days

1

2

1

3

3 to 9 days

0

1

0

2

10 to 19 days

0

0

0

1

20 or more days

0

0

0

2

Cigarettes
0 days

Smokeless Tobacco
0 days

Electronic cigarettes or other vaping device
0 days

Question HS A.70-72/MS A.63-65: During the past 30 days, on how many days on school property did you...

smoke cigarettes... use smokeless tobacco (dip, chew, or snuff)... use 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
2016-17

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Main Report - Module A: Core


 Table A7.5
Cigarette Smoking Cessation Attempts
Grade 7
%
na

Grade 9
%
94

Grade 11
%
93

NT
%
85

0 times

na

4

5

7

1 time

na

1

1

4

2 to 3 times

na

0

0

2

4 or more times

na

1

1

2

Grade 11
%

NT
%

45
29
13
13

41
20
19
21

77
8
3
11

62
13
5
21

6
10
25
26
33

10
6
24
30
30

Does not apply, don’t use

Question HS A.85: How many times have you tried to quit or stop using cigarettes?
Notes: Cells are empty if there are less than 10 respondents.
na—Not asked of middle school students.

Table A7.6
Perceived Harm of Cigarette Smoking and Difficulty of Obtaining Cigarettes
Grade 7 Grade 9
%
%
Perceived Harm of Use...
Smoke cigarettes occasionally
Great
32
37
Moderate
28
29
Slight
16
16
None
25
19
Smoke 1-2 packs of cigarettes a day
Great
59
68
Moderate
11
10
Slight
5
5
None
26
17
Perceived Difficulty of Obtaining...
Cigarettes
Very difficult
15
7
Fairly difficult
12
10
Fairly easy
15
22
Very easy
9
20
Don’t know
48
41

Question HS A.76, 77, 82/MS A.69, 70, 75: How much do people risk harming themselves physically and in other

ways when they do the following?... Smoke cigarettes occasionally... Smoke 1-2 packs of cigarettes each day...

How difficult is it for students in your grade to get any of the following substances if they really want them?...

Cigarettes.

Note: Cells are empty if there are less than 10 respondents.

San Diego Unified
2016-17

Page 40

Main Report - Module A: Core


 8. Other Physical and Mental Health Risks
Table A8.1
Cyber Bullying, Past 12 Months
Grade 7
%
77

Grade 9
%
79

Grade 11
%
83

NT
%
83

11

9

7

7

2 to 3 times

7

7

5

6

4 or more times

5

6

4

4

0 times (never)
1 time

Question HS A.111/MS A.102: During the past 12 months, how many times did other students spread mean rumors
or lies about you on the internet (i.e., FacebookTM , InstagramTM , SnapchatTM , email, instant message)?
Note: Cells are empty if there are less than 10 respondents.

Table A8.2
Alone After School

Never

Grade 7
%
42

Grade 9
%
na

Grade 11
%
na

NT
%
na

1 day

16

na

na

na

2 days

10

na

na

na

3 days

8

na

na

na

4 days

4

na

na

na

5 days

20

na

na

na

Question MS A.80: In a normal week, how many days are you home after school for at least one hour without

an adult there?

Notes: Cells are empty if there are less than 10 respondents.

na—Not asked of high school students.


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2016-17

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Main Report - Module A: Core


 Table A8.3
Eating of Breakfast

No

Grade 7
%
32

Grade 9
%
37

Grade 11
%
37

NT
%
45

Yes

68

63

63

55

No

Grade 7
%
71

Grade 9
%
69

Grade 11
%
69

NT
%
67

Yes

29

31

31

33

Question HS A.115/MS A.105: Did you eat breakfast today?
Note: Cells are empty if there are less than 10 respondents.

Table A8.4
Chronic Sad or Hopeless Feelings, Past 12 Months

Question HS A.113/MS A.104: 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 A8.5
Seriously Considered Attempting Suicide, Past 12 Months

No

Grade 7
%
na

Grade 9
%
84

Grade 11
%
86

NT
%
86

Yes

na

16

14

14

Question HS A.114: 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.

Table A8.6
Gang Involvement

No

Grade 7
%
95

Grade 9
%
95

Grade 11
%
95

NT
%
94

Yes

5

5

5

6

Question HS A.112/MS A.103: Do you consider yourself a member of a gang?
Note: Cells are empty if there are less than 10 respondents.

San Diego Unified
2016-17

Page 42
Main Report - Module A: Core


 9. Race/Ethnic Breakdowns

H/L

AI/AN

Asian

AA

NH/PI

White

Mixed

Table A9.1
School Supports and Academic Motivation by Race/Ethnicity - 7th Grade
Percent of students scoring
Grade 7
High (%)

Total school supports

26

32

30

37

34

40

28

Caring adults in school

27

30

31

35

39

40

29

High expectations-adults in school

44

51

50

59

57

55

47

Meaningful participation at school

12

20

14

16

15

19

12

School Connectedness

46

41

52

43

53

60

47

Parent Involvement in School

38

38

42

46

39

43

39

Academic Motivation

33

28

44

35

40

43

33

School Environment

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.

H/L

AI/AN

Asian

AA

NH/PI

White

Mixed

Table A9.2
School Supports and Academic Motivation by Race/Ethnicity - 9th Grade
Percent of students scoring
Grade 9
High (%)

Total school supports

20

17

26

28

27

31

22

Caring adults in school

24

21

25

28

29

34

25

High expectations-adults in school

34

35

44

41

39

45

36

Meaningful participation at school

8

9

14

14

11

12

9

School Connectedness

40

38

49

33

47

53

41

Parent Involvement in School

27

27

30

24

29

26

25

Academic Motivation

27

24

41

29

31

37

26

School Environment

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.

San Diego Unified
2016-17

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 H/L

AI/AN

Asian

AA

NH/PI

White

Mixed

Table A9.3
School Supports and Academic Motivation by Race/Ethnicity - 11th Grade
Percent of students scoring
Grade 11
High (%)

Total school supports

25

40

31

37

41

40

29

Caring adults in school

28

45

31

35

46

42

31

High expectations-adults in school

35

47

40

45

47

50

39

Meaningful participation at school

11

11

18

17

27

18

12

School Connectedness

40

43

47

40

47

56

42

Parent Involvement in School

25

28

30

29

30

25

25

Academic Motivation

25

26

32

22

31

31

24

School Environment

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.

White

Mixed

NH/PI

AA

Total school supports

25

36

40

26

27

Caring adults in school

33

27

45

33

36

High expectations-adults in school

42

27

45

43

44

Meaningful participation at school

9

18

5

13

12

School Connectedness

47

36

45

48

48

Parent Involvement in School

35

18

25

28

38

Academic Motivation

22

36

30

35

22

H/L

Asian

AI/AN

Table A9.4
School Supports and Academic Motivation by Race/Ethnicity - Non-Traditional
Percent of students scoring
NT
High (%)

School Environment

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.

San Diego Unified
2016-17

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Main Report - Module A: Core


 Table A9.5
Perceived Safety at School by Race/Ethnicity
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Hispanic or Latino

56

52

56

60

American Indian or Alaska Native

58

49

60

Asian

66

59

69

55

Black or African American

61

51

59

45

Native Hawaiian or Pacific Islander

61

55

63

White

69

60

70

67

Mixed (two or more) races

57

52

58

60

Feel safe or very safe at school

Note: Cells are empty if there are less than 10 respondents.

Table A9.6
Harassment Due to Five Bias-Related Reasons by Race/Ethnicity, Past 12 Months
Grade 7 Grade 9 Grade 11
%
%
%
Harassment or bullying due to five bias-related
reasonsA

NT
%

Hispanic or Latino

30

25

19

12

American Indian or Alaska Native

32

25

15

Asian

40

26

19

18

Black or African American

36

28

27

37

Native Hawaiian or Pacific Islander

31

29

27

White

32

28

21

13

Mixed (two or more) races

33

27

21

18

Notes: Cells are empty if there are less than 10 respondents.

A Bias-related reasons include race, ethnicity or national origin; religion; gender (being male or female); sexual

orientation; and a physical or mental disability.


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2016-17

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Main Report - Module A: Core


 Table A9.7
Any Harassment or Bullying by Race/Ethnicity, Past 12 Months
Grade 7
%
Were harassed or bullied at school

Grade 9
%

Grade 11
%

NT
%
15

Hispanic or Latino

39

31

23

American Indian or Alaska Native

41

31

20

Asian

48

31

23

18

Black or African American

41

34

32

37

Native Hawaiian or Pacific Islander

46

36

35

White

43

37

27

20

Mixed (two or more) races

42

33

27

21

Grade 9
%

Grade 11
%

NT
%
10

Note: Cells are empty if there are less than 10 respondents.

Table A9.8
Current Alcohol Use at School by Race/Ethnicity, Past 30 Days
Grade 7
%
Had at least one drink of alcohol at school
Hispanic or Latino

3

5

3

American Indian or Alaska Native

2

7

0

Asian

0

1

1

9

Black or African American

2

4

5

0

Native Hawaiian or Pacific Islander

1

1

5

White

1

3

2

9

Mixed (two or more) races

2

4

3

9

Notes: Cells are empty if there are less than 10 respondents.


San Diego Unified
2016-17

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Main Report - Module A: Core


 Table A9.9
Current Cigarette Smoking by Race/Ethnicity, Past 30 Days
Grade 7
%
Smoked cigarettes in the past 30 days

Grade 9
%

Grade 11
%

NT
%
10

Hispanic or Latino

2

2

3

American Indian or Alaska Native

2

3

9

Asian

1

1

1

10

Black or African American

2

2

3

10

Native Hawaiian or Pacific Islander

1

0

3

White

1

2

3

13

Mixed (two or more) races

1

2

3

9

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Hispanic or Latino

8

15

18

26

American Indian or Alaska Native

8

18

23

Asian

3

3

6

27

Black or African American

5

9

13

20

Native Hawaiian or Pacific Islander

7

6

25

White

5

14

27

33

Mixed (two or more) races

7

14

20

25

Notes: Cells are empty if there are less than 10 respondents.

Table A9.10
Current Alcohol Use by Race/Ethnicity, Past 30 Days

Had at least one drink of alcohol in the past 30 days

Note: Cells are empty if there are less than 10 respondents.


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2016-17

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Main Report - Module A: Core


 Table A9.11
Current Marijuana Use by Race/Ethnicity, Past 30 Days
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Hispanic or Latino

5

14

17

33

American Indian or Alaska Native

3

18

24

Asian

0

3

5

45

Black or African American

4

8

15

37

Native Hawaiian or Pacific Islander

5

10

23

White

2

11

21

36

Mixed (two or more) races

4

13

18

34

Grade 11
%

NT
%

32

Used marijuana in the past 30 days

Notes: Cells are empty if there are less than 10 respondents.

Table A9.12
Chronic Sad or Hopeless Feelings by Race/Ethnicity, Past 12 Months
Grade 7 Grade 9
%
%
Felt so sad or hopeless almost everyday for two weeks
or more
Hispanic or Latino

33

34

31

American Indian or Alaska Native

30

37

39

Asian

29

28

32

27

Black or African American

27

24

26

53

Native Hawaiian or Pacific Islander

35

38

43

White

22

26

29

32

Mixed (two or more) races

32

34

33

38

Note: Cells are empty if there are less than 10 respondents.


San Diego Unified
2016-17

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 San Diego Unified
2016-17

10. Gender Breakdowns
Table A10.1
School Supports and Academic Motivation by Gender
Percent of Students Scoring High

Grade 7
Female
Male
%
%

Grade 9
Female
Male
%
%

Grade 11
Female
Male
%
%

NT
Female
Male
%
%

School Environment
Total school supports

33

31

25

25

33

32

33

26

Caring adults in school

34

31

28

26

35

34

44

28

High expectations-adults in school

51

50

41

38

44

41

50

40

Meaningful participation at school

15

13

10

11

15

16

11

11

School Connectedness

49

52

40

49

43

51

54

44

Parent Involvement in School

38

43

23

29

23

30

44

29

Academic Motivation

40

34

35

28

32

25

27

26

Note: Cells are empty if there are less than 10 respondents.


Page 49

Main Report - Module A: Core


 San Diego Unified
2016-17

Table A10.2
Select Perceived Safety, Harassment, Alcohol and 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

58

64

52

59

60

66

66

56

37

30

30

23

23

18

17

15

47

38

38

29

28

23

20

16

have at least one drink of alcohol at school

2

1

4

3

2

3

8

8

smoke cigarettes

1

1

2

1

2

4

5

13

have at least one drink of alcohol

6

5

15

10

21

17

30

24

use marijuana

3

3

11

10

16

16

38

29

37

20

39

22

39

22

43

24

Harassment/Bullying at School
During the past 12 month at school, have you been...
harassed/bullied for any of the five bias-related
reasons
harassed/bullied for any reasons
Current ATOD Use
During the past 30 days, did you...

Mental Health
Chronic sad or hopeless feelings, past 12 months
Page 50

Main Report - Module A: Core


Notes: Cells are empty if there are less than 10 respondents.


 Alcohol and Other Drugs (AOD) Module

1. Module Sample
Table B1.1
Student Sample for AOD Module
Student Sample Size
Target sample
Final number
Average Response Rate

Grade 7

Grade 9

Grade 11

NTA

7,189

8,559

6,473

454

5,830

4,074

3,414

238

81%

48%

53%

52%

Note: A NT includes continuation, community day, and other alternative school types.

San Diego Unified
2016-17

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Main Report - Module B: Alcohol and Other Drugs (AOD)


 2. Summary of Key Indicators
Table B2.1
Key Indicators of Alcohol and Other Drug Use
Grade 7
%

Grade 9 Grade 11
%
%

NT
%

Table

Alcohol and Marijuana Consumption Patterns
Usually drank until felt it a lot

1

3

6

9

B3.3

na

6

8

19

B3.4

Caused one or more problems

na

10

12

22

B4.1

Caused one or more dependency-related
experiences

na

10

13

25

B4.2

na

10

10

22

B5.2

na

5

5

14

B6.1

63

45

41

27

B7.1

Trying marijuana or hashish once or twice

58

33

23

20

B7.1

Using marijuana once a month or more

62

37

26

22

B7.1

Usually used marijuana or other drugs until felt
it a lot
Consequences of AOD Consumption

Supports to Reduce AOD Use
Very likely find help at school for quitting or
reducing use
Availability
Sold Drugs, Past 12 Months
Strong Personal Disapproval of AOD Use
Having one or two drinks of any alcoholic
beverage nearly every day

Notes: Cells are empty if there are less than 10 respondents.
na—Not asked of middle school students.

San Diego Unified
2016-17

Page 52

Main Report - Module B: Alcohol and Other Drugs (AOD)


 3. Alcohol, Tobacco, and Marijuana Consumption Patterns

Table B3.1
Age of Onset – AOD Use
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

81

71

59

44

10 or under

9

6

5

9

11-12 years old

8

6

5

6

13-14 years old

2

13

9

12

15-16 years old

0

4

19

21

17 years or older

0

0

3

9

95

81

72

49

10 or under

1

1

1

6

11-12 years old

3

3

2

7

13-14 years old

1

11

7

12

15-16 years old

0

3

15

18

17 years or older

0

0

3

8

98

91

90

80

10 or under

0

1

1

3

11-12 years old

1

1

1

2

13-14 years old

1

4

2

6

15-16 years old

0

1

5

6

17 years or older

0

0

1

4

Alcohol (one full drink)
Never

Marijuana
Never

Any other illegal drug or pill to get “high”
Never

Question HS/MS B.1, 4, 5: About how old were you the first time you did any of these things?... Had a drink of an

alcoholic beverage (other than a sip or two)... Used marijuana or hashish... Used any other illegal drug or pill to

get “high.”

Note: Cells are empty if there are less than 10 respondents.


San Diego Unified
2016-17

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Main Report - Module B: Alcohol and Other Drugs (AOD)


 Table B3.2
Age of Onset – Tobacco Use
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

95

91

88

68

10 or under

2

2

2

8

11-12 years old

2

2

2

5

13-14 years old

1

3

3

6

15-16 years old

0

1

5

7

17 years or older

0

0

1

6

98

94

92

80

10 or under

0

1

1

6

11-12 years old

1

1

1

3

13-14 years old

0

2

2

4

15-16 years old

0

1

3

3

17 years or older

0

0

1

4

Smoked part or all of a cigarette
Never

Smokeless tobacco
Never

Question HS B.2, 3: About how old were you the first time you did any of these things?... Smoked part or all of a

cigarette... Used smokeless tobacco or other tobacco products.

Note: Cells are empty if there are less than 10 respondents.


Table B3.3
Usual Alcohol Consumption Level
Grade 7
%
92

Grade 9
%
81

Grade 11
%
70

NT
%
57

Just enough to feel it a little

6

10

13

19

Enough to feel it moderately

1

6

11

15

Until I feel it a lot or get really drunk

1

3

6

9

I don’t drink alcohol

Question HS/MS B.6: If you drink alcohol, how much do you usually drink?
Note: Cells are empty if there are less than 10 respondents.

San Diego Unified
2016-17

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Main Report - Module B: Alcohol and Other Drugs (AOD)


 Table B3.4
Usual Marijuana Consumption Level
Grade 7
%
na

Grade 9
%
83

Grade 11
%
75

NT
%
54

Just enough to feel a little high

na

6

7

10

Enough to feel it moderately

na

6

10

17

Until I feel it a lot or get really high

na

6

8

19

I don’t use drugs

Question HS B.7: If you use marijuana or other drugs, how “high” (stoned, faded, wasted, trashed) do you

usually like to get?

Notes: Cells are empty if there are less than 10 respondents.

na—Not asked of middle school students.


San Diego Unified
2016-17

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Main Report - Module B: Alcohol and Other Drugs (AOD)


 4. Consequences of AOD Consumption

Table B4.1
Problems Caused by AOD Use
Grade 7
%
na

Grade 9
%
77

Grade 11
%
67

NT
%
47

I’ve used alcohol or drugs but never had any problems

na

16

25

36

Have problems with emotions, nerves, or mental health

na

4

4

6

Get into trouble or have problems with the police

na

2

2

4

Have money problems

na

2

2

4

Miss school

na

2

2

5

Have problems with schoolwork

na

3

3

4

Fight with others

na

2

1

1

Damage a friendship

na

3

3

3

Physically hurt or injure yourself

na

2

2

4

Have unwanted or unprotected sex

na

2

2

1

Forget what happened or pass out

na

4

5

7

Have any other problems

na

2

2

3

One or more problems

na

10

12

22

Doesn’t apply; I’ve never used alcohol or drugs

Question HS B.8: Has using alcohol, marijuana, or other drugs ever caused you to have any of the following

problems? (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.

na—Not asked of middle school students.


San Diego Unified
2016-17

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Main Report - Module B: Alcohol and Other Drugs (AOD)


 Table B4.2
Alcohol or Other Drug Use Caused Negative Experiences
Grade 7
%
na

Grade 9
%
80

Grade 11
%
69

NT
%
52

I use alcohol or drugs but have not experienced any of
these things

na

12

20

28

Found you had to increase how much you use to have the
same effect as before

na

3

4

8

Frequently spent a lot of time getting, using, or being
hung over from using alcohol or other drugs

na

2

3

3

Used alcohol or drugs a lot more than you intended

na

3

4

6

Used alcohol or drugs when you were alone (by yourself)

na

5

7

12

Your use of alcohol or drugs often kept you from doing a
normal activity, like going to school, working, or doing
recreational activities or hobbies

na

2

2

6

Often didn’t feel OK unless you had something to drink
or used a drug

na

2

2

3

Thought about reducing (cutting down) or stopping use

na

4

5

9

Told yourself you were not going to use but found
yourself using anyway

na

3

4

7

Spoke with someone about reducing or stopping use

na

2

2

7

Attended counseling, a program, or group to help you
reduce or stop use

na

1

1

2

One or more negative experiences

na

10

13

25

Does not apply; I have not used alcohol or drugs

Question HS B.9: If you use alcohol, marijuana, or another drug, have you had any of the following experi­
ences? (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.

na—Not asked of middle school students.


San Diego Unified
2016-17

Page 57

Main Report - Module B: Alcohol and Other Drugs (AOD)


 Table B4.3
Likelihood of Suspension, Expulsion, Transfer Because of AOD Use/Possession
Grade 7 Grade 9 Grade 11
%
%
%
Very likely
na
37
39

NT
%
47

Likely

na

26

27

23

Not likely

na

9

10

5

Don’t know

na

28

25

25

Question HS B.12: In your opinion, how likely is it that a student will be suspended, expelled, or transferred if

he or she is caught on school property using or possessing alcohol or other drugs?

Notes: Cells are empty if there are less than 10 respondents.

na—Not asked of middle school students.


San Diego Unified
2016-17

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Main Report - Module B: Alcohol and Other Drugs (AOD)


 5. Supports to Reduce AOD Use
Table B5.1
Needed Counseling for Use

No, I never used alcohol or other drugs

Grade 7
%
na

Grade 9
%
81

Grade 11
%
71

NT
%
53

No, but I do use alcohol or other drugs

na

17

27

41

Yes, I have felt that I needed help

na

2

2

5

Question HS B.10: Have you ever felt that you needed help (such as counseling or treatment) for your alcohol

or other drug use?

Notes: Cells are empty if there are less than 10 respondents.

na—Not asked of middle school students.


Table B5.2
Likelihood of Finding Help at School for Quitting or Reducing Use
Grade 7
%
Very likely
na

Grade 9
%
10

Grade 11
%
10

NT
%
22

Likely

na

17

18

23

Not likely

na

35

37

20

Don’t know

na

39

34

35

Question HS B.11: In your opinion, how likely is it that a student could find help at your school from a

counselor, teacher, or other adult to stop or reduce using alcohol or other drugs?

Notes: Cells are empty if there are less than 10 respondents.

na—Not asked of middle school students.


Table B5.3
Talked with Parent About ATOD Use

No

Grade 7
%
47

Grade 9
%
50

Grade 11
%
55

NT
%
61

Yes

53

50

45

39

Question HS B.17/MS B.11: During the past 12 months, have you talked with at least one of your parents or

guardians about the dangers of tobacco, alcohol, or drug use?

Note: Cells are empty if there are less than 10 respondents.


San Diego Unified
2016-17

Page 59

Main Report - Module B: Alcohol and Other Drugs (AOD)


 6. Availability
Table B6.1
Sold Drugs, Past 12 Months

No

Grade 7
%
na

Grade 9
%
95

Grade 11
%
95

NT
%
86

Yes

na

5

5

14

Grade 7
%
6

Grade 9
%
13

Grade 11
%
11

NT
%
8

At parties or events outside school

17

27

35

26

At their own home

19

21

26

19

From adults at friends’ homes

10

13

17

18

From friends or another teenager

19

23

30

25

Get adults to buy it for them

7

12

17

22

Buy it themselves from a store

8

12

17

17

At bars, clubs, or gambling casinos

2

4

3

7

Other

9

7

5

6

76

67

58

63

Question HS B.19: During the past 12 months, have you sold drugs to someone?
Notes: Cells are empty if there are less than 10 respondents.
na—Not asked of middle school students.

Table B6.2
Sources for Obtaining Alcohol

At school

Don’t know

Question HS B.13/MS B.7: How do most students at your school who drink alcohol usually get it? (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
2016-17

Page 60

Main Report - Module B: Alcohol and Other Drugs (AOD)


 7. Influences on ATOD Use
Table B7.1
Personal Disapproval of AOD Use
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Neither approve nor disapprove

24

35

40

51

Somewhat disapprove

13

20

19

22

Strongly disapprove

63

45

41

27

Neither approve nor disapprove

26

46

60

63

Somewhat disapprove

15

21

18

16

Strongly disapprove

58

33

23

20

Neither approve nor disapprove

25

43

56

66

Somewhat disapprove

13

20

17

12

Strongly disapprove

62

37

26

22

Having one or two drinks of any alcoholic beverage
nearly every day

Trying marijuana or hashish once or twice

Using marijuana once a month or more

Question HS B.14-16/MS B.8-10: How do you feel about someone your age doing the following?... Having
one or two drinks of any alcoholic beverage nearly every day... Trying marijuana or hashish once or twice...
Using marijuana once a month or more.
Note: Cells are empty if there are less than 10 respondents.

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2016-17

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Main Report - Module B: Alcohol and Other Drugs (AOD)


 Table B7.2
Parent Disapproval of ATOD Use
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

88

78

77

67

Wrong

8

14

15

20

A little wrong

2

5

4

8

Not at all wrong

2

4

3

4

93

84

83

74

Wrong

5

11

12

16

A little wrong

1

2

2

4

Not at all wrong

1

3

2

5

91

76

71

64

Wrong

5

12

15

17

A little wrong

2

7

9

12

Not at all wrong

2

5

5

7

93

85

85

76

Wrong

4

10

10

15

A little wrong

1

2

2

3

Not at all wrong

2

3

2

6

Take one or two drinks of alcohol nearly every day
Very wrong

Smoke tobacco
Very wrong

Use marijuana
Very wrong

Use prescription drugs to get high or for reasons
other than prescribed
Very wrong

Question HS B.20-23/MS B.13-16: How wrong do your parents or guardians feel it would be for you to do
the following?... Take one or two drinks of alcohol nearly every day... Smoke tobacco... Use marijuana... Use
prescription drugs to get high or for reasons other than prescribed.
Note: Cells are empty if there are less than 10 respondents.

San Diego Unified
2016-17

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Main Report - Module B: Alcohol and Other Drugs (AOD)


 Table B7.3
Peer Disapproval of ATOD Use
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Very wrong

67

51

51

35

Wrong

19

25

23

30

A little wrong

8

14

15

19

Not at all wrong

6

10

12

16

Very wrong

72

56

57

46

Wrong

17

24

23

27

A little wrong

6

11

11

14

Not at all wrong

5

8

9

13

Very wrong

69

44

39

31

Wrong

16

22

17

19

A little wrong

8

17

18

15

Not at all wrong

7

18

26

35

Very wrong

73

57

57

46

Wrong

16

24

22

24

A little wrong

6

11

12

15

Not at all wrong

5

9

8

16

Take one or two drinks of alcohol nearly every day

Smoke tobacco

Use marijuana

Use prescription drugs to get high or for reasons
other than prescribed

Question HS B.24-27/MS B.17-20: How wrong would your close friends feel it would be if you did the fol­
lowing?... Take one or two drinks of alcohol nearly every day... Smoke tobacco... Use marijuana... Use
prescription drugs to get high or for reasons other than prescribed.
Note: Cells are empty if there are less than 10 respondents.

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2016-17

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Main Report - Module B: Alcohol and Other Drugs (AOD)


 Table B7.3
Peer Disapproval of ATOD Use - Continued
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Neither approve nor disapprove

21

29

32

37

Somewhat disapprove

15

22

21

26

Strongly disapprove

64

48

47

37

Neither approve nor disapprove

23

37

48

54

Somewhat disapprove

14

23

22

20

Strongly disapprove

63

40

30

26

Neither approve nor disapprove

21

28

30

32

Somewhat disapprove

12

21

21

24

Strongly disapprove

68

51

49

44

Drinking one or two drinks of alcohol nearly every
day

Using marijuana

Using prescription drugs to get high

Question HS B.28-30/MS B.21-23: How do you think your close friends would feel about you doing the follow­
ing?... Drinking one or two drinks of alcohol nearly every day... Using marijuana... Using prescription drugs
to get high.
Note: Cells are empty if there are less than 10 respondents.

Table B7.4
Heard, Read, or Watched Any Anti-ATOD Messages, Past 12 Months
Grade 7 Grade 9
%
%
No
26
33
Yes

74

67

Grade 11
%
34

NT
%
39


66

61


Question HS B.18/MS B.12: During the past 12 months, have you heard, read, or watched any messages about

not using alcohol, tobacco, or drugs?

Note: Cells are empty if there are less than 10 respondents.


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2016-17

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Main Report - Module B: Alcohol and Other Drugs (AOD)


 Building Healthy Communities (BHC) Module

1. Module Sample
Table C1.1
Student Sample for BHC Module
Student Sample Size
Target sample
Final number
Average Response Rate

Grade 7

Grade 9

Grade 11

NTA

7,189

8,559

6,473

454

24

4,548

3,770

252

0%

53%

58%

56%

Note: A NT includes continuation, community day, and other alternative school types.

San Diego Unified
2016-17

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 2. Access to Health Care

Table C2.1
Where Do You Usually Go for Health Care
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Hospital, urgent care, or emergency room

25

21

21

24

Doctor’s office

46

36

39

26

Community clinic or medical center

4

9

12

16

A family member or neighbor who is not a doctor or
a nurse

8

11

10

10

School nurse’s office

0

3

2

2

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

4

8

7

8

13

9

6

10

Main office

13

2

2

11

School nurse

39

65

69

63

Student health office/clinic

0

3

3

1

Counselor

0

1

1

3

Teacher or teachers aide

13

3

3

2

Friend or another student

9

7

7

1

I don’t have anywhere to go

9

8

7

8

17

11

8

11

Where do you usually go for help when you are sick,
need medical care, or advice about health?

I don’t know
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.

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 Table C2.2
Last Regular Check Up with Dentist
Grade 7
%
0

Grade 9
%
1

Grade 11
%
1

NT
%
2

75

66

66

45

Seven to 12 months ago

4

10

14

16

Between one and two years ago

4

4

5

11

More than two years ago

8

3

4

5

I don’t know/remember

8

15

9

21

I’ve never been to a dentist to have my teeth checked
Within the last six months

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.

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 Table C2.3
Medical Care Usage, Past Year
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

71

51

55

47

Sometimes

4

17

17

16

Rarely

4

9

8

10

Never

8

3

3

4

I don’t know/remember

4

6

5

9

I didn’t need this type of care

8

13

13

14

29

17

20

23

Sometimes

0

9

9

14

Rarely

0

8

8

9

Never

17

21

23

16

4

5

4

9

50

40

36

30

Always

58

47

52

38

Sometimes

17

13

12

19

Rarely

4

8

7

9

Never

8

5

5

6

I don’t know/remember

4

7

6

10

I didn’t need this type of care

8

20

18

18

Medical care when you were sick or hurt or needed a
checkup
Always

Counseling to help you deal with problems like stress,
feeling sad, family issues, or alcohol or drug use
Always

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.

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 3. Physical Activity
Table C3.1
Number of Days Exercised, Past 7 Days
Grade 7
%
4
8
8
13
13
4
17
33

0 days
1 day
2 days
3 days
4 days
5 days
6 days
7 days

Grade 9
%
11
5
8
12
10
20
9
25

Grade 11
%
21
8
10
13
9
14
7
17

NT
%
25
7
10
11
12
14
3
18

Question HS/MS C.15: On 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.

Table C3.2
Minutes Spent Exercising
before school?
Less than 10 minutes
10 to 30 minutes
31 to 60 minutes
More than 60 minutes
during normal school hours?
Less than 10 minutes
10 to 30 minutes
31 to 60 minutes
More than 60 minutes
in an afterschool program or as part of a sports team
or sports program?
Less than 10 minutes
10 to 30 minutes
31 to 60 minutes
More than 60 minutes

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

67
24
5
5

83
9
4
5

87
7
3
3

83
10
5
2

52
35
9
4

22
24
39
14

71
13
11
5

67
20
9
4

38
14
14
33

38
8
10
45

41
7
11
41

60
13
8
19

Question HS/MS C.16-18: On an average school day, how many minutes do you spend actually exercising or
playing sports... before school?... during normal school hours?... in an afterschool program or as part of a
sports team or sports program?
Notes: Cells are empty if there are less than 10 respondents.

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2016-17

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 4. Nutrition
Table C4.1
Food Consumption
During the past 24 hours, how many times did you...
eat fast food?
0 times
1 time
2 times
3 times
4 times
5 or more times
drink a glass or can of sweetened soda, a sports
drink, an energy drink, or other sweetened drink?
0 times
1 time
2 times
3 times
4 times
5 or more times
eat raw or whole fruit?
0 times
1 time
2 times
3 times
4 times
5 or more times
eat vegetables?
0 times
1 time
2 times
3 times
4 times
5 or more times

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

59
36
5
0
0
0

68
22
5
2
1
2

67
23
6
2
1
2

57
27
9
2
2
3

62
24
10
5
0
0

46
32
12
5
2
3

53
30
10
3
1
3

36
32
15
7
2
8

14
23
14
23
0
27

23
23
24
13
6
11

22
25
23
14
6
10

31
24
17
13
8
8

23
18
18
9
14
18

25
27
21
12
5
9

24
28
22
13
5
9

32
26
17
11
6
7

Question HS/MS C.19-22: During the past 24 hours (yesterday), how many times did you... eat fast food (like
Taco Bell, Burger King, Panda Express, McDonalds, KFC)?... drink a glass or can of sweetened soda (like
Coke or Pepsi), a sports drink (like Gatorade), an energy drink (like Red Bull), or other sweetened drink (like
Jarritos, Sunny Delight, or fruit flavored drinks)?... eat raw or whole fruit (like an apple, banana, or orange;
do not count fruit juice)?... eat vegetables (like green salads, green beans, carrots, or sweet potatoes that are
not fried)?
Notes: Cells are empty if there are less than 10 respondents.

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 Table C4.2
Food and Beverage Consumed on Last School Day
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

9

17

11

21

18

17

14

26

5

17

14

14

Raw or whole fruit (do not count juice)

45

40

42

26

Vegetables

36

26

28

18

One or more glasses of water

41

56

55

39

9

14

13

26

Lunch served at school

18

34

32

45

None of the above

27

20

21

24

A glass or can of sweetened soda, a sports drink, an
energy drink, or any other sweetened drink
A glass or can of % fruit juice
French fries, potato chips, or other fried potatoes

Breakfast served at school

Question HS/MS C.23: The last day you attended school, did you eat or drink any of the following at 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.


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 5. Lunch at School/Drinking Water
Table C5.1
Lunch Source on School Days
Bring your own food from home
Eat food served by the school cafeteria
Eat food from vending machines at school or the student
store
Eat at home
Eat off campus (not at your home)
I usually don’t eat lunch
Other

Grade 7
%
68
5

Grade 9
%
39
31

Grade 11
%
44
30

NT
%
16
46

0

3

1

5

5
5
9
9

4
1
19
2

4
2
16
2

5
2
22
3

Question HS/MS C.24: Where do you usually get your lunch during a school day?
Notes: Cells are empty if there are less than 10 respondents.

Table C5.2
School Cafeteria and Eating Area
Which of the following statements about your school
cafeteria or eating area do you agree with? (Mark all
that apply.)†
I like the food served there.
They serve the right amount of food.
I like the fresh fruits and vegetables served at school.
It is embarrassing to eat cafeteria food.
I don’t feel safe there.
It is clean.
Have you seen information posted in your cafeteria or
somewhere else in your school about the nutritional
content of foods?
Yes
No
I don’t know

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

12
24
18
12
12
65

24
27
26
21
10
35

17
23
26
25
11
32

21
26
24
18
8
38

25
30
45

33
28
39

37
28
34

31
36
32

Question HS/MS C.25, 26: Which of the following statements about your school cafeteria or eating area do
you agree with? (Mark all that apply.)... Have you seen information posted in your cafeteria or somewhere
else in your school about the nutritional content of foods (such as calories, fat, salt, sugar, or whole grains)?
Notes: Cells are empty if there are less than 10 respondents. † Total percentages may exceed 100% for “mark
all that apply” items.

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 Table C5.3
Clean and Drinkable Water
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

0

12

12

14

Disagree

12

23

21

20

Agree

53

50

52

49

Strongly agree

35

15

15

17

The school has clean and drinkable water available.
Strongly disagree

Question HS/MS C.54: How strongly do you agree or disagree with the following statements about your

school?... The school has clean and drinkable water available.

Notes: Cells are empty if there are less than 10 respondents.


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 6. Reasons for School Absence

Table C6.1
Reasons for Missing School, Past 30 Days
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

100

90

93

88

1 day

0

5

3

5

2 days

0

2

1

4

3 or more days

0

3

2

2

0 days

79

50

49

49

1 day

13

20

20

21

2 days

4

12

13

13

3 or more days

4

17

17

17

0 days

88

84

80

76

1 day

8

7

9

12

2 days

0

3

4

7

3 or more days

4

5

7

5

100

91

93

89

1 day

0

5

4

5

2 days

0

1

2

3

3 or more days

0

2

2

3

Asthma or other problems with breathing, coughing,
chest pain, or wheezing when you didn’t have a cold
0 days

Illness (feeling physically sick)

Felt very sad, hopeless, anxious, stressed, or angry

Tooth pain or other dental issues
0 days

Question HS/MS C.7-10: In the past 30 days, how many days of school did you miss for any of the following
reasons?... Asthma or other problems with breathing, coughing, chest pain, or wheezing when you didn’t have
a cold... Illness (feeling physically sick)... Felt very sad, hopeless, anxious, stressed, or angry... Tooth pain or
other dental issues.
Notes: Cells are empty if there are less than 10 respondents.

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 Table C6.1
Reasons for Missing School, Past 30 Days – Continued
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

0 days

96

94

95

95

1 day

4

3

3

2

2 days

0

1

1

2

3 or more days

0

1

1

1

100

96

98

95

1 day

0

2

1

3

2 days

0

1

0

1

3 or more days

0

1

1

2

100

91

92

79

1 day

0

5

4

8

2 days

0

2

2

5

3 or more days

0

3

3

8

You felt unsafe at school

You felt unsafe on your way to or from school
0 days

You had no transportation to school
0 days

Question HS/MS C.11-13: In the past 30 days, how many days of school did you miss for any of the fol­
lowing reasons?... You felt unsafe at school... You felt unsafe on your way to or from school... You had no
transportation to school.
Notes: Cells are empty if there are less than 10 respondents.

Table C6.2
Number of Days Absent from School, Last 30 Days

0 days

Grade 7
%
79

Grade 9
%
45

Grade 11
%
41

NT
%
39

1 day

13

18

17

17

2 days

4

15

17

17

3 or more days

4

21

24

26

Question HS/MS C.14: How many total days of school did you miss in the last 30 days?
Notes: Cells are empty if there are less than 10 respondents.

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2016-17

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 7. Community Safety

Table C7.1
Neighborhood Safety
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Very safe

52

38

36

24

Safe

33

34

35

32

Neither safe nor unsafe

14

23

24

38

Unsafe

0

3

4

5

Very unsafe

0

2

1

3

Very safe

40

25

26

22

Safe

25

33

33

29

Neither safe nor unsafe

15

29

30

36

Unsafe

5

5

6

6

Very unsafe

0

2

2

5

15

6

4

3

Never

76

77

82

64

1 time

19

10

8

12

2 times

0

6

5

13

3 times

0

3

2

3

4 or more times

5

5

3

8

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?

Question HS/MS C.27-29: 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?

Notes: Cells are empty if there are less than 10 respondents.


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 Table C7.2
Major Problems in Neighborhood
Grade 7
%

Grade 9
%
14

Grade 11
%
13

NT
%
10

Crime

34

37

38

Empty or abandoned buildings

10

10

13

Fights

29

24

31

Gangs

24

23

39

Graffiti

36

35

44

Liquor stores and/or bars

33

30

34

People selling drugs

32

33

33

Police treating people unfairly

13

12

23

Unemployment

28

28

32

Bullying

Question HS/MS C.30: 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.


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 8. Safety and Supports at School
Table C8.1
Respect for Diversity
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

6

16

12

12

Disagree

18

33

26

19

Agree

59

41

48

56

Strongly agree

18

10

14

14

0

12

10

8

Disagree

12

24

19

16

Agree

47

49

54

54

Strongly agree

41

15

18

22

0

7

6

7

Disagree

12

12

11

12

Agree

41

58

60

56

Strongly agree

47

23

23

26

6

7

6

8

Disagree

12

16

14

12

Agree

29

57

59

56

Strongly agree

53

20

21

24

My class lessons include examples of my racial,
ethnic, or cultural background.
Strongly disagree

Students in this school respect each others
differences.
Strongly disagree

Adults in this school respect differences in students.
Strongly disagree

Teachers show that they think it is important for
students of different races and cultures at this school
to get along with each other.
Strongly disagree

Question HS/MS C.48-51: How strongly do you agree or disagree with the following statements about your
school?... My class lessons include examples of my racial, ethnic, or cultural background... Students in this
school respect each others differences (for example, gender, race, culture, sexual orientation)... Adults in this
school respect differences in students (for example, gender, race, culture, sexual orientation)... Teachers show
that they think it is important for students of different races and cultures at this school to get along with each
other.
Notes: Cells are empty if there are less than 10 respondents.

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 Table C8.1
Respect for Diversity - Continued
I have been disrespected by an adult at this school
because of my race, ethnicity, or culture.
Strongly disagree
Disagree
Agree
Strongly agree
There is a lot of tension in this school between people
of different cultures, races, or ethnicities.
Strongly disagree
Disagree
Agree
Strongly agree

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

53
24
18
6

39
36
19
6

36
38
20
6

42
33
15
10

47
24
24
6

24
43
26
7

26
44
24
7

32
39
21
8

Question HS/MS C.52, 53: 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.
Notes: Cells are empty if there are less than 10 respondents.

Table C8.2
Supports for Social and Emotional Learning
This school encourages students to feel responsible
for how they act.
Strongly disagree
Disagree
Agree
Strongly agree
Students are often given rewards for being good.
Strongly disagree
Disagree
Agree
Strongly agree

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

6
0
61
33

8
17
59
16

8
17
59
15

11
9
60
20

6
50
28
17

16
41
36
7

17
40
36
7

12
21
49
18

Question HS/MS C.37, 38: 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.
Notes: Cells are empty if there are less than 10 respondents.

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 Table C8.2
Supports for Social and Emotional Learning – Continued
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

6

11

10

11

Disagree

0

26

26

19

Agree

61

53

52

56

Strongly agree

33

11

11

15

6

11

10

11

Disagree

11

25

26

13

Agree

39

53

53

58

Strongly agree

44

11

10

18

0

13

13

12

Disagree

17

32

32

20

Agree

50

45

46

54

Strongly agree

33

10

9

14

0

12

11

11

Disagree

17

27

27

22

Agree

44

49

51

51

Strongly agree

39

11

11

16

This school encourages students to understand how
others think and feel.

Students are taught that they can control their own
behavior.
Strongly disagree

This school helps students solve conflicts with one
another.
Strongly disagree

This school encourages students to care about how
others feel.
Strongly disagree

Question HS/MS C.39-42: How strongly do you agree or disagree with the following statements about your
school?... This school encourages students to understand how others think and feel... Students are taught that
they can control their own behavior.... This school helps students solve conflicts with one another... This school
encourages students to care about how others feel.
Notes: Cells are empty if there are less than 10 respondents.

San Diego Unified
2016-17

Page 80

Main Report - Module C: Building Healthy Communities (BHC)


 Table C8.3
School Responses to Bullying
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

6

7

7

9

Disagree

17

17

15

7

Agree

33

50

53

52

Strongly agree

44

26

24

32

22

14

13

15

0

30

28

24

Agree

39

39

43

43

Strongly agree

39

16

16

17

Strongly disagree

11

15

13

16

Disagree

22

43

41

35

Agree

44

33

37

37

Strongly agree

22

8

9

11

Strongly disagree

6

7

7

9

Disagree

0

17

15

8

Agree

56

58

60

59

Strongly agree

39

17

18

24

Teachers here make it clear to students that bullying
is not tolerated.
Strongly disagree

If another student was bullying me, I would tell one
of the teachers or staff at school.
Strongly disagree
Disagree

Students tell teachers when other students are being
bullied.

If I tell a teacher that someone is bullying me, the
teacher will do something to help.

Question HS/MS C.43-46: 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... If I tell a teacher that someone is bullying me, the teacher will do something to help.
Notes: Cells are empty if there are less than 10 respondents.

San Diego Unified
2016-17

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Main Report - Module C: Building Healthy Communities (BHC)


 Table C8.3
School Responses to Bullying – Continued
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

6

16

13

14

Disagree

18

38

33

27

Agree

47

37

43

43

Strongly agree

29

9

10

15

Students here try to stop bullying when they see it
happening.
Strongly disagree

Question HS/MS C.47: How strongly do you agree or disagree with the following statements about your

school?... Students here try to stop bullying when they see it happening.

Notes: Cells are empty if there are less than 10 respondents.


Table C8.4
School Promotes Future Success
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

0

10

11

10

Disagree

24

18

20

12

Agree

29

53

54

53

Strongly agree

47

19

15

25

This school is giving me the skills and knowledge I
need to be successful after high school.
Strongly disagree

Question HS/MS C.55: How strongly do you agree or disagree with the following statements about your
school?... This school is giving me the skills and knowledge I need to be successful after high school (getting a
job or job training and/or going to college).
Notes: Cells are empty if there are less than 10 respondents.

San Diego Unified
2016-17

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Main Report - Module C: Building Healthy Communities (BHC)


 Table C8.5
Student Supports
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Yes

32

27

30

39

No

0

20

20

12

68

54

50

49

Yes

11

71

79

25

No

47

6

5

32

I don’t know

42

23

16

43

Yes

11

16

20

11

No

37

14

20

26

I don’t know

53

70

60

62

When there is a conflict at your school between
students or between a teacher and a student, does
your school have a way of making sure that all sides
are heard before taking disciplinary action?

I don’t know
At my school, there is a permanent police officer or
school resource officer on campus.

Police or resource officers ticket students at my
school for truancy.

Question HS/MS C.34-36: When there is a conflict at your school between students or between a teacher and
a student, does your school have a way of making sure that all sides are heard (like restorative justice) before
taking disciplinary action?... At my school, there is a permanent police officer or school resource officer on
campus... Police or resource officers ticket students at my school for truancy.
Notes: Cells are empty if there are less than 10 respondents.

San Diego Unified
2016-17

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Main Report - Module C: Building Healthy Communities (BHC)


 9. Future Plans
Table C9.1
Future Planning and Preparation
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Yes, in school

15

13

18

19

Yes, out of school

20

36

27

20

Both in and out of school

40

40

45

49

Neither

25

10

10

12

Yes, in school

22

17

18

20

Yes, out of school

22

22

26

14

Both in and out of school

17

16

19

19

Neither

39

45

37

47

5

12

20

43

63

78

80

42

5

6

6

14

42

47

45

50

5

9

9

21

Travel

32

31

30

24

Volunteer or do an internship at an organization

16

17

22

10

I don’t know yet

26

18

12

18

Do you have an adult who advises and helps you think
about your future?

Have you participated in internships or other
learning activities that gave you skills and knowledge
that will help in your future?

What do you plan to do after high school? (Mark all
that apply.)†
Go to a 2 year college
Go to a 4 year college/university
Attend a trade school or receive other job training
Get a job
Enter the military

Question HS/MS C.31-33: Do you have an adult who advises and helps you think about your future, such
as how to apply for college, get a job, or get job training?... Have you participated in internships or other
learning activities that gave you skills and knowledge that will help in your future?... What do you plan to do
after high 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.

San Diego Unified
2016-17

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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
Average Response Rate

Grade 9

Grade 11

NTA

7,189

8,559

6,473

454

5,428

3,755

3,161

225

76%

44%

49%

50%

Note: A NT includes continuation, community day, and other alternative school types.

San Diego Unified
2016-17

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Main Report - Module I: Gender & Sex-Based Harassment


 2. Gender Identity and Sexual Orientation

Table I2.1
Gender Identity
Grade 7
%
50

Grade 9
%
50

Grade 11
%
52

NT
%
44

48

46

44

51

Transgender

1

2

1

3

Questioning

2

3

3

1

Grade 7
%
1

Grade 9
%
2

Grade 11
%
3

NT
%
3

5

7

7

8

76

78

78

78

Questioning

3

3

3

2

Other

3

3

2

3

12

8

7

6

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
2016-17

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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

10

8

12

Disagree

19

19

14

12

Agree

54

57

61

58

Strongly agree

18

14

17

17

8

9

7

12

Disagree

17

18

13

11

Agree

55

59

63

59

Strongly agree

19

15

17

18

Strongly disagree

11

9

7

12

Disagree

20

18

13

12

Agree

48

57

61

58

Strongly agree

20

16

19

18

Strongly disagree

10

9

7

10

Disagree

17

16

11

14

Agree

52

59

63

58

Strongly agree

21

16

20

18

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.

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
2016-17

Page 87

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
%

9

9

7

11

Disagree

18

17

12

13


Agree

52

58

62

57


Strongly agree

21

16

19

18


8

8

6

11

Disagree

14

14

10

11


Agree

52

59

62

58


Strongly agree

26

18

21

21


teachers and staff who are LGBTQ.
Strongly disagree

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
2016-17

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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
89
91
93

NT
%

94

1 time

5

4

3

4

2-3 times

3

2

2

0

4

3

2

2

0 times

85

88

92

90

1 time

6

6

4

3

2-3 times

4

3

2

4

4

2

2

2

0 times

96

95

97

93

1 time

1

2

1

4

2-3 times

1

2

1

0

1

1

1

3

91

92

95

93

1 time

5

4

2

3

2-3 times

2

2

1

1

4 or more times

3

2

1

3

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
2016-17

Page 89

Main Report - Module I: Gender & Sex-Based Harassment


 Table I4.2
Offensive LGBT-Related Language
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Never

23

28

31

48

Rarely

19

20

23

19

Sometimes

25

23

24

18

Often

33

29

22

15

Never

29

32

35

54

Rarely

25

25

26

18

Sometimes

24

22

23

15

Often

22

20

15

13

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
2016-17

Page 90

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

38

40

42

61

Rarely

28

25

26

23

Sometimes

21

22

22

10

Often

12

12

10

6

Never

33

36

39

58

Rarely

23

24

27

23

Sometimes

24

23

22

13

Often

20

17

12

6

Never

41

41

43

62

Rarely

25

24

27

22

Sometimes

20

21

20

10

Often

14

14

10

6

Never

64

58

61

67

Rarely

21

22

23

23

Sometimes

9

12

11

8

Often

7

8

5

3

Never

54

54

57

65

Rarely

24

23

24

24

Sometimes

13

15

13

7

9

8

6

4

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
2016-17

Page 91
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

85

80

79

84

Rarely

9

11

12

10

Sometimes

4

6

6

3

Often

2

3

3

3

Never

87

81

81

81

Rarely

8

11

12

10

Sometimes

3

6

5

6

Often

2

2

2

3

Never

87

81

82

84

Rarely

8

11

11

9

Sometimes

4

6

5

5

Often

2

2

2

3

Never

89

83

84

85

Rarely

6

9

9

9

Sometimes

3

5

4

3

Often

2

2

2

3

Never

89

83

85

85

Rarely

6

9

9

8

Sometimes

3

6

4

4

Often

2

2

2

3

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
2016-17

Page 92
Main Report - Module I: Gender & Sex-Based Harassment


 Table I4.5
Pro-Bullying Attitudes
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

52

44

51

47

Disagree

31

33

30

30

Agree

12

17

16

17

5

5

4

6

Strongly disagree

66

54

58

53

Disagree

20

26

23

26

Agree

9

15

15

14

Strongly agree

4

5

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
2016-17

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 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

22

23

21

22

Rarely stop

18

17

16

10

Sometimes stop

21

21

21

17

Often stop

13

11

13

12

Not applicable

25

28

30

39

Never stop

21

22

20

22

Rarely stop

20

18

16

9

Sometimes stop

22

22

21

18

Often stop

14

12

14

12

Not applicable

23

27

28

38

Never stop

21

22

20

20

Rarely stop

19

18

16

11

Sometimes stop

21

20

20

17

Often stop

14

11

13

11

Not applicable

26

29

30

41

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
2016-17

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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

22

22

20

21

Rarely stop

15

15

14

9

Sometimes stop

17

18

16

15

Often stop

13

11

12

12

Not applicable

34

35

37

43

Never stop

21

21

20

20

Rarely stop

15

15

14

9

Sometimes stop

18

18

18

17

Often stop

14

12

13

12

Not applicable

31

33

36

42

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.

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2016-17

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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
%

15
9
14
31
31

18
9
15
24
33

16
9
15
23
37

18
6
10
28
38

14
9
14
33
29

17
9
16
26
32

15
9
15
24
37

18
7
9
28
38

15
9
14
31
31

17
9
16
24
33

15
9
14
23
38

18
7
8
27
40

15
8
13
28
35

18
9
14
23
37

16
8
14
21
41

19
6
9
26
40

15
8
13
29
34

18
9
14
23
37

16
9
14
21
41

18
5
10
26
40

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.
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2016-17

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Main Report - Module I: Gender & Sex-Based Harassment


 Table I5.3
Student Response to Bullying
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

17

22

20

18

Disagree

22

28

29

29


Agree

37

38

40

39


Strongly agree

24

12

11

14


Strongly disagree

16

19

17

20

Disagree

21

25

25

27


Agree

39

42

46

38


Strongly agree

25

13

13

14


Strongly disagree

11

13

12

14

Disagree

14

18

17

14


Agree

47

54

56

55


Strongly agree

27

15

14

16


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.

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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

38

47

50

46

A little likely

36

37

36

33

Very likely

26

16

14

22

Not at all likely

50

53

50

45

A little likely

36

36

37

35

Very likely

14

11

13

20

Not at all likely

54

59

62

49

A little likely

30

31

28

35

Very likely

16

10

9

16

Not at all likely

63

61

63

49

A little likely

28

30

29

35

Very likely

10

8

9

15

Not at all likely

34

35

29

39

A little likely

35

38

38

39

Very likely

31

27

34

22

a teacher?

a school principal or assistant principal?

other adults at school?

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.

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 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

45

46

47

46

A little likely

30

34

32

35

Very likely

26

20

21

19

Not at all likely

32

41

43

45

A little likely

29

35

34

33

Very likely

40

25

23

23

Not at all likely

60

56

56

48

A little likely

28

33

32

33

Very likely

12

11

12

19

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

16

18

15

16

Disagree

21

24

21

17

Agree

39

44

50

52

Strongly agree

23

14

14

16

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
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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

48

52

66

16

No

16

7

5

20

Don’t know

36

41

29

64

Yes

19

23

29

18

No

53

41

42

32

Don’t know

28

37

29

49

Yes

33

28

36

21

No

29

22

21

19

Don’t know

38

51

43

60

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
2016-17

Page 100

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

47

41

49

41

No

10

10

10

13

Don’t know

44

49

42

46

Yes

44

40

47

41

No

10

10

10

13

Don’t know

45

50

43

46

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.

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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
Average Response Rate

Grade 7

Grade 9

Grade 11

NTA

7,189

8,559

6,473

454

5,692

3,891

3,256

225

79%

45%

50%

50%

Note: A NT includes continuation, community day, and other alternative school types.

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 2. Supports for Learning & Student Academic Engagement

Table N2.1
Supports for Learning
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

10

13

11

12

Disagree

15

14

14

8

Neither disagree nor agree

38

37

35

34

Agree

27

26

30

32

Strongly agree

10

9

9

15

Strongly disagree

6

9

8

9

Disagree

7

9

8

6

Neither disagree nor agree

20

28

27

17

Agree

38

38

41

48

Strongly agree

29

16

16

20

Strongly disagree

6

9

8

9

Disagree

6

8

8

4

Neither disagree nor agree

22

29

27

18

Agree

40

39

42

47

Strongly agree

27

15

15

22

8

13

11

9

Disagree

11

13

14

9

Neither disagree nor agree

23

31

32

21

Agree

36

31

32

44

Strongly agree

21

12

11

18

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.
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
2016-17

Page 103
Main Report - Module N: School Climate


 Table N2.1
Supports for Learning – Continued
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

5

8

7

8

Disagree

4

6

6

4

Neither disagree nor agree

18

26

25

17

Agree

44

44

46

48

Strongly agree

30

17

16

22

Strongly disagree

7

9

8

9

Disagree

7

8

8

6

Neither disagree nor agree

26

32

32

18

Agree

37

37

39

48

Strongly agree

23

13

13

20

Strongly disagree

7

10

8

8

Disagree

9

11

10

5

Neither disagree nor agree

28

34

33

17

Agree

35

32

35

47

Strongly agree

21

13

14

22

Strongly disagree

10

12

10

9

Disagree

14

15

14

7

Neither disagree nor agree

26

31

31

21

Agree

31

31

33

46

Strongly agree

19

12

12

18

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.

Teachers help students catch up when they return
from an absence.

Question HS/MS N.5-8: 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... Teachers
help students catch up when they return from an absence.
Note: Cells are empty if there are less than 10 respondents.

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2016-17

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Main Report - Module N: School Climate


 Table N2.1
Supports for Learning – Continued
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

7

10

8

9

Disagree

8

10

11

6

Neither disagree nor agree

24

30

32

21

Agree

37

36

37

43

Strongly agree

23

14

13

21

Strongly disagree

18

14

14

21

Disagree

31

27

29

34

Neither disagree nor agree

32

45

44

35

Agree

12

10

10

6

6

4

3

5

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.9, 42: How strongly do you agree or disagree with the following statements about your
school?... 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.

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Main Report - Module N: School Climate


 Table N2.2
Student Academic Mindset and Learning Engagement
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

12

11

8

9

Disagree

22

18

15

9

Neither disagree nor agree

45

50

49

52

Agree

18

17

24

23

4

4

4

7

Strongly disagree

10

9

7

9

Disagree

14

13

11

8

Neither disagree nor agree

47

52

50

44

Agree

23

20

26

29

6

5

6

10

Strongly disagree

12

9

7

11

Disagree

18

14

11

9

Neither disagree nor agree

38

46

45

40

Agree

26

25

32

32

6

5

5

9

Strongly disagree

12

9

6

10

Disagree

17

14

12

9

Neither disagree nor agree

47

51

50

49

Agree

20

20

27

23

4

5

5

8

Students pay attention in class.

Strongly agree
Students try their best in school.

Strongly agree
Students usually follow the rules at school.

Strongly agree
Students turn in their homework on time.

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
2016-17

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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
%

9

9

8

10

Disagree

13

10

11

7

Neither disagree nor agree

28

33

32

19

Agree

32

34

36

44

Strongly agree

19

14

13

20

Strongly disagree

14

13

9

13

Disagree

21

19

17

11

Neither disagree nor agree

38

40

39

31

Agree

19

21

26

32

8

8

8

13

Strongly disagree

11

9

9

11

Disagree

14

10

11

9

Neither disagree nor agree

31

37

36

26

Agree

29

33

34

39

Strongly agree

15

11

10

16

Strongly disagree

12

10

9

9

Disagree

16

12

12

10

Neither disagree nor agree

30

36

37

22

Agree

28

31

32

43

Strongly agree

15

11

10

16

Adults at this school treat all students with respect.
Strongly disagree

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
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Main Report - Module N: School Climate


 Table N3.2
Respect for Diversity
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

47

33

31

38

Disagree

25

29

30

32

Neither disagree nor agree

17

30

30

24

Agree

7

6

6

4

Strongly agree

4

3

3

2

Strongly disagree

27

24

24

31

Disagree

24

29

31

28

Neither disagree nor agree

30

37

35

31

Agree

13

8

7

6

6

3

3

5

Strongly disagree

12

11

10

13

Disagree

15

13

12

11

Neither disagree nor agree

33

41

38

35

Agree

28

25

28

28

Strongly agree

13

10

11

13

Strongly disagree

7

9

8

13

Disagree

6

9

8

9

Neither disagree nor agree

25

37

37

27

Agree

33

31

33

35

Strongly agree

29

15

14

17

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.

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Main Report - Module N: School Climate


 Table N3.2
Respect for Diversity – Continued
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

7

9

8

11

Disagree

6

8

9

7

Neither disagree nor agree

29

41

39

33

Agree

33

29

32

33

Strongly agree

25

13

12

15

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
2016-17

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Main Report - Module N: School Climate


 4. Disciplinary Environment

Table N4.1
Consistency and Clarity of Rules and Expectations
This school clearly informs students what would
happen if they break school rules.
Strongly disagree
Disagree
Neither disagree nor agree
Agree
Strongly agree
Rules in this school are made clear to students.
Strongly disagree
Disagree
Neither disagree nor agree
Agree
Strongly agree
This school makes it clear how students are expected
to act.
Strongly disagree
Disagree
Neither disagree nor agree
Agree
Strongly agree

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

6
7
21
38
28

8
9
31
36
15

8
9
31
39
13

9
5
18
45
23

5
8
27
41
18

7
10
38
35
10

6
9
39
37
9

6
5
29
42
19

4
5
24
45
22

6
7
36
40
10

6
6
37
42
10

6
2
28
44
19

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
2016-17

Page 110

Main Report - Module N: School Climate


 Table N4.2
Disciplinary Harshness
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

11

11

9

12

Disagree

21

22

20

16

Neither disagree nor agree

36

44

43

34

Agree

19

16

19

23

Strongly agree

13

8

8

15

9

9

8

9

Disagree

17

14

17

10

Neither disagree nor agree

33

44

45

38

Agree

23

23

22

29

Strongly agree

17

10

8

15

6

9

8

9

Disagree

11

13

15

11

Neither disagree nor agree

29

41

43

35

Agree

31

26

25

30

Strongly agree

22

11

9

15

7

8

7

10

Disagree

19

17

21

17

Neither disagree nor agree

49

55

54

53

Agree

17

15

14

15

8

5

4

5

The rules in this school are too strict.

It is easy for students to get kicked out of class or get
suspended.
Strongly disagree

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
2016-17

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Main Report - Module N: School Climate


 5. Student Peer Relationships

Table N5.1
Peer Caring Relationships
Students enjoy doing things with each other during
school activities.
Strongly disagree
Disagree
Neither disagree nor agree
Agree
Strongly agree
Students care about each other.
Strongly disagree
Disagree
Neither disagree nor agree
Agree
Strongly agree
Students treat each other with respect.
Strongly disagree
Disagree
Neither disagree nor agree
Agree
Strongly agree
Students get along well with each other.
Strongly disagree
Disagree
Neither disagree nor agree
Agree
Strongly agree

Grade 7
%

Grade 9
%

Grade 11
%

NT
%

6
7
31
37
20

7
7
39
37
10

6
7
38
39
11

8
5
37
38
11

8
11
36
31
14

8
9
43
31
9

7
8
40
35
10

9
6
43
33
9

11
17
40
23
8

8
12
45
27
7

7
10
41
34
8

8
6
42
34
10

8
13
43
27
9

7
9
47
30
8

6
8
43
34
9

8
7
37
36
12

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
2016-17

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 6. Social and Emotional Learning

Table N6.1
Supports for Social and Emotional Learning
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

7

7

6

6

Disagree

8

8

7

4

Neither disagree nor agree

31

40

40

30

Agree

38

35

37

45

Strongly agree

17

10

9

15

Strongly disagree

14

13

12

7

Disagree

16

18

19

7

Neither disagree nor agree

30

42

40

31

Agree

27

21

22

39

Strongly agree

12

6

7

16

Strongly disagree

8

9

7

7

Disagree

9

9

9

6

Neither disagree nor agree

34

43

40

37

Agree

35

30

34

35

Strongly agree

14

9

9

15

Strongly disagree

6

8

7

7

Disagree

9

9

9

5

Neither disagree nor agree

30

40

40

28

Agree

39

34

36

44

Strongly agree

16

9

9

16

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.

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
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 Table N6.1
Supports for Social and Emotional Learning – Continued
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

8

8

8

7

Disagree

11

10

11

5

Neither disagree nor agree

32

42

42

34

Agree

34

31

32

40

Strongly agree

14

9

8

14

Strongly disagree

7

8

7

7

Disagree

9

10

9

5

Neither disagree nor agree

32

42

40

35

Agree

37

32

35

40

Strongly agree

15

9

9

14

This school helps students solve conflicts with one
another.
Strongly disagree

This school encourages students to care about how
others feel.

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.

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 7. School Anti-Bullying Climate
Table N7.1
School Responses to Bullying
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

5

7

6

6

Disagree

5

6

6

2

Neither disagree nor agree

20

35

36

30

Agree

34

36

37

43

Strongly agree

35

15

15

19

Strongly disagree

11

11

9

9

Disagree

10

12

12

8

Neither disagree nor agree

26

38

37

33

Agree

27

27

30

34

Strongly agree

26

12

11

16

Strongly disagree

12

11

10

9

Disagree

16

16

15

10

Neither disagree nor agree

37

44

42

39

Agree

23

22

25

30

Strongly agree

12

8

8

12

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.

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.

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 Table N7.1
School Responses to Bullying – Continued
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

7

7

6

6

Disagree

6

7

6

4

Neither disagree nor agree

28

38

38

28

Agree

34

35

37

46

Strongly agree

25

13

12

15

Strongly disagree

14

12

9

8

Disagree

15

13

12

8

Neither disagree nor agree

37

43

42

37

Agree

22

24

27

33

Strongly agree

12

8

9

14

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.

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 8. Facilities Physical Environment
Table N8.1
Quality of Physical Environment
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

11

11

10

11

Disagree

15

13

14

9

Neither disagree nor agree

34

43

43

34

Agree

28

26

27

36

Strongly agree

11

7

6

11

Strongly disagree

13

11

8

8

Disagree

17

14

13

5

Neither disagree nor agree

32

41

40

29

Agree

29

28

31

43

9

7

6

14

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.

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 9. Scheduled Lunch
Table N9.1
Scheduled Lunch at School
Grade 7
%

Grade 9
%

Grade 11
%

NT
%

Strongly disagree

11

11

10

12

Disagree

12

12

11

9

Neither disagree nor agree

28

40

40

37

Agree

32

29

31

31

Strongly agree

17

9

8

11

Strongly disagree

15

13

12

12

Disagree

13

12

13

8

Neither disagree nor agree

24

37

38

35

Agree

29

28

30

33

Strongly agree

20

10

8

12

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.


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 Z. San Diego Unified Custom Questions

1. Module Sample
Table Z1.1
Student Sample for Custom Questions
Student Sample Size
Target sample
Final number
Average Response Rate

Grade 7

Grade 9

Grade 11

NTA

7,189

8,559

6,473

454

19

4,197

3,502

231

0%

49%

54%

51%

Note: A NT includes continuation, community day, and other alternative school types.

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 2. Custom Questions
Table AZ.2.1
If you have ever used marijuana, where did you get it from? (Select all that apply)
Grade


Friend, relative or family member
Someone you just met or didn’t know well
Drug dealer
Medical marijuana dispensary/pot shop
Internet
Mexico
Home delivery
I grew it or I got it from someone who grew it
I have never used marijuana

7th
%

9th
%

11th
%

NT
%

Total
%

0
0
0
0
0
0
0
0
100

16
4
8
4
2
3
2
3
79

25
6
10
7
2
3
3
4
70

36
14
24
20
4
6
7
8
46

20
6
9
5
2
3
2
3
74

Question HS/MS Z.1.

Notes: Columns are not displayed if there are less than 10 respondents. Total percentages may exceed 100% for

“mark all that apply” items.

Table AZ.2.2
If you have ever used marijuana or concentrated marijuana (wax, honey, oil, edibles) how did you consume it?
Grade

Smoke
Eat
Vape/Vaporize/E-cigarette
Hookah Pipe
Other
I have never used marijuana

7th
%

9th
%

11th
%

NT
%

Total
%

0
0
0
0
0
100

13
4
3
1
1
78

20
5
3
1
1
69

39
10
4
0
4
43

17
5
3
1
1
73

Question HS/MS Z.2.

Note: Columns are not displayed if there are less than 10 respondents.


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 Table AZ.2.3
During your life, how many times have you ever driven a car when you had been using marijuana, or been in a
car driven by a friend when he or she had been using marijuana?
Grade


Never
1-2 times
3-6 times
7-10 times
11-20 times
21 or more times

7th
%

9th
%

11th
%

NT
%

Total
%

100
0
0
0
0
0

90
5
2
1
1
2

82
8
4
2
1
4

73
8
6
4
2
7

86
6
3
1
1
3

Question HS/MS Z.3.

Note: Columns are not displayed if there are less than 10 respondents.

Table AZ.2.4
Have you ever used Synthetic Cannabinoids, (Spice, K-2)?
Grade


Never
1-2 times
3-6 times
7-10 times
11-20 times
21 or more times

7th
%

9th
%

11th
%

NT
%

Total
%

100
0
0
0
0
0

97
1
1
0
0
1

97
1
0
0
0
0

88
6
3
1
0
2

97
1
1
0
0
1

Question HS/MS Z.4.

Note: Columns are not displayed if there are less than 10 respondents.


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 Table AZ.2.5
Have you ever used Synthetic Cathinones/Stimulants (Bath Salts)?
Grade


Never
1-2 times
3-6 times
7-10 times
11-20 times
21 or more times

7th
%

9th
%

11th
%

NT
%

Total
%

82
6
0
6
0
6

97
1
1
0
0
1

98
0
0
0
0
0

95
2
0
1
0
2

97
1
1
1
0
1

Question HS/MS Z.5.

Note: Columns are not displayed if there are less than 10 respondents.

Table AZ.2.6
If you have ever used synthetic drugs (Spice/Bath Salts) where did you get them?
Grade


Friend, relative or family member
Someone you just met or didn’t know well
Drug dealer
Smoke shop
Retail store
Internet
Mexico
Home delivery
I have never used synthetic drugs

7th
%

9th
%

11th
%

NT
%

Total
%

0
0
0
0
12
0
0
0
88

2
1
1
0
1
0
1
0
95

2
0
0
0
0
0
1
0
95

4
2
1
1
1
0
1
0
89

2
1
1
0
1
0
1
0
95

Question HS/MS Z.6.

Note: Columns are not displayed if there are less than 10 respondents.


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 Table AZ.2.7
Prescription pain killers (VicodinTM , OxyContinTM , PercodanTM , LortabTM ) - During the past 30 days, how
many times have you used Synthetic Drugs (Spice/Bath Salts) or tried the following pills or medications, without
a doctor’s order (to get “high” or “stoned”)?
Grade


0 times
1 time
2 times
3 times
4-6 times
7 or more times

7th
%

9th
%

11th
%

NT
%

Total
%

100
0
0
0
0
0

96
1
1
0
0
1

97
1
0
0
0
1

90
3
2
2
1
2

97
1
1
0
0
1

Question HS/MS Z.7.

Note: Columns are not displayed if there are less than 10 respondents.

Table AZ.2.8
Barbiturates (SeconolTM , NembutolTM , AmitalTM , reds, yellow jackets) - During the past 30 days, how many
times have you used Synthetic Drugs (Spice/Bath Salts) or tried the following pills or medications, without a
doctor’s order (to get “high” or “stoned”)?
Grade


0 times
1 time
2 times
3 times
4-6 times
7 or more times

7th
%

9th
%

11th
%

NT
%

Total
%

100
0
0
0
0
0

98
1
1
0
0
0

99
0
0
0
0
0

95
1
1
1
0
1

98
1
0
0
0
0

Question HS/MS Z.8.

Note: Columns are not displayed if there are less than 10 respondents.


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 Table AZ.2.9
Tranquilizers, or sedatives, (tranks, libs, XanaxTM , ValiumTM , AtivanTM , LibriumTM , KlonipinTM , bezodiazepine
(benzos)) - During the past 30 days, how many times have you used Synthetic Drugs (Spice/Bath Salts) or tried
the following pills or medications, without a doctor’s order (to get “high” or “stoned”)?
Grade


0 times
1 time
2 times
3 times
4-6 times
7 or more times

7th
%

9th
%

11th
%

NT
%

Total
%

100
0
0
0
0
0

97
1
1
0
0
0

97
1
1
0
0
0

89
3
4
1
0
3

97
1
1
0
0
1

Question HS/MS Z.9.

Note: Columns are not displayed if there are less than 10 respondents.

Table AZ.2.10
RitalinTM or AdderallTM (JIF, Rball, Skippy, the smart drug) - During the past 30 days, how many times have
you used Synthetic Drugs (Spice/Bath Salts) or tried the following pills or medications, without a doctor’s order
(to get “high” or “stoned”)?
Grade


0 times
1 time
2 times
3 times
4-6 times
7 or more times

7th
%

9th
%

11th
%

NT
%

Total
%

100
0
0
0
0
0

97
1
1
1
0
0

98
1
0
0
0
1

92
2
1
2
2
2

97
1
1
0
0
1

Question HS/MS Z.10.

Note: Columns are not displayed if there are less than 10 respondents.


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 Table AZ.2.11
Synthetic Canabinoids (Spice, K-2) - During the past 30 days, how many times have you used Synthetic
Drugs (Spice/Bath Salts) or tried the following pills or medications, without a doctor’s order (to get “high”
or “stoned”)?
Grade


0 times
1 time
2 times
3 times
4-6 times
7 or more times

7th
%

9th
%

11th
%

NT
%

Total
%

100
0
0
0
0
0

97
1
1
0
0
0

98
0
0
0
0
0

95
1
2
1
0
1

98
1
1
0
0
0

Question HS/MS Z.11.

Note: Columns are not displayed if there are less than 10 respondents.

Table AZ.2.12
Synthetic Stimulants (Bath Salts) - During the past 30 days, how many times have you used Synthetic Drugs
(Spice/Bath Salts) or tried the following pills or medications, without a doctor’s order (to get “high” or
“stoned”)?
Grade


0 times
1 time
2 times
3 times
4-6 times
7 or more times

7th
%

9th
%

11th
%

NT
%

Total
%

100
0
0
0
0
0

98
1
1
0
0
1

99
0
0
0
0
0

94
2
1
1
0
2

98
0
0
0
0
1

Question HS/MS Z.12.

Note: Columns are not displayed if there are less than 10 respondents.


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 Table AZ.2.13
How do most kids at your school who use prescription drugs without a doctor’s order (to get “high” or “stoned”)
usually get it? (Mark All That Apply.)
Grade


At school
At parties or events outside school
At their own home
From adults at friends’ homes
From friends or another teenager
Get adults to buy it for them
Buy it themselves from the internet
Buy it themselves from Mexico
Mexico
Home delivery
Other
Don’t know

7th
%

9th
%

11th
%

NT
%

Total
%

0
0
0
0
0
0
0
0
0
0
0
100

23
25
15
9
28
9
7
4
4
5
9
68

19
27
15
9
29
9
6
3
3
4
7
67

15
23
17
15
27
14
8
5
6
9
8
68

21
26
15
9
28
9
7
4
4
4
8
68

Question HS/MS Z.13.

Notes: Columns are not displayed if there are less than 10 respondents. Total percentages may exceed 100% for

“mark all that apply” items.

Table AZ.2.14
How do most kids at your school who drink alcohol usually get it? (Mark All That Apply.)
Grade


At school
At parties or events outside school
At their own home
From adults at friends’ homes
From friends or another teenager
Get adults to buy it for them
Buy it themselves from a store
Internet
Mexico
Home delivery
At bars, clubs, or gambling casinos
Other
Don’t know

7th
%

9th
%

11th
%

NT
%

Total
%

0
6
6
6
6
6
6
0
0
0
0
0
88

11
29
24
14
26
13
14
3
3
3
4
8
65

9
36
28
18
33
21
21
3
4
3
4
6
56

10
25
20
20
24
24
19
5
7
6
8
7
64

10
32
26
16
29
17
17
3
4
3
4
7
61

Question HS/MS Z.14.

Notes: Columns are not displayed if there are less than 10 respondents. Total percentages may exceed 100% for

“mark all that apply” items.


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 Table AZ.2.15
Prescription pain killers (VicodinTM , OxyContinTM , PercodanTM , LortabTM ) - How much do people risk harm­
ing themselves physically and in other ways when they use any of the following substances?
Grade


Great
Moderate
Slight
None

7th
%

9th
%

11th
%

NT
%

Total
%

33
33
13
20

41
22
11
27

51
21
9
18

43
20
10
26

45
21
10
23

Question HS/MS Z.15.

Note: Columns are not displayed if there are less than 10 respondents.

Table AZ.2.16
Barbiturates (SeconolTM , NembutolTM , AmitalTM , reds, yellow jackets) - How much do people risk harming
themselves physically and in other ways when they use any of the following substances?
Grade


Great
Moderate
Slight
None

7th
%

9th
%

11th
%

NT
%

Total
%

40
27
13
20

42
23
8
26

54
21
7
18

44
20
8
28

48
22
8
23

Question HS/MS Z.16.

Note: Columns are not displayed if there are less than 10 respondents.

Table AZ.2.17
Tranquilizers, or sedatives, (tranks, libs, XanaxTM , ValiumTM , AtivanTM , LibriumTM , KlonipinTM , bezodiazepine
(benzos)) - How much do people risk harming themselves physically and in other ways when they use any of the
following substances?
Grade


Great
Moderate
Slight
None

7th
%

9th
%

11th
%

NT
%

Total
%

40
33
7
20

45
21
8
26

55
21
7
18

43
23
8
25

49
21
8
22

Question HS/MS Z.17.

Note: Columns are not displayed if there are less than 10 respondents.


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 Table AZ.2.18
RitalinTM or AdderallTM (JIF, Rball, Skippy, the smart drug) - How much do people risk harming themselves
physically and in other ways when they use any of the following substances?
Grade


Great
Moderate
Slight
None

7th
%

9th
%

11th
%

NT
%

Total
%

60
13
7
20

42
22
8
27

51
21
9
18

43
23
9
26

46
22
9
23

Question HS/MS Z.18.

Note: Columns are not displayed if there are less than 10 respondents.

Table AZ.2.19
Synthetic Canabinoids (Spice, K-2) - How much do people risk harming themselves physically and in other ways
when they use any of the following substances?
Grade


Great
Moderate
Slight
None

7th
%

9th
%

11th
%

NT
%

Total
%

50
25
6
19

45
21
7
26

57
18
7
18

49
16
9
26

51
20
7
23

Question HS/MS Z.19.

Note: Columns are not displayed if there are less than 10 respondents.

Table AZ.2.20
Synthetic Stimulants (Bath Salts) - How much do people risk harming themselves physically and in other ways
when they use any of the following substances?
Grade


Great
Moderate
Slight
None

7th
%

9th
%

11th
%

NT
%

Total
%

47
20
7
27

46
20
8
26

59
17
6
18

50
15
8
27

52
18
7
23

Question HS/MS Z.20.

Note: Columns are not displayed if there are less than 10 respondents.


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 Appendix

2016-17 CHKS Secondary Survey Response Rates
Eligible Schools

7th
%

9th
%

11th
%

55

71

19

44

83

65

ALBA
Audubon K-8

NT
%
29

100

Bell Middle

91

Bethune K-8

84

Challenger Middle

80

Clairemont High
Clark Middle

85

Correia Middle

84

Crawford High
Creative, Performing, and Media Arts

71

De Portola Middle

87

East Village High
Farb Middle

84

Fulton K-8

95

Garfield High

69

Golden Hill K-8

100

Grant K-8

100

Henry High

76

83

41

51

72

78

Kearny College Connections

73

42

Kearny Digital Media & Design

44

77

Kearny Eng, Innov & Design

66

51

Kearny SCT

73

65

72

74

Home & Hosp/Transition Support
Hoover High
Innovation Middle

88

John Muir

77

Knox Middle
La Jolla High

77

Notes: Response rates are presented by grade level. Eligible schools listed are based on CBEDS 2016-17 public
school and enrollment data files. Directly funded charter schools have been excluded from the list.

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Main Report - Appendix

 2016-17 CHKS Secondary Survey Response Rates - Continued

Eligible Schools
Language Academy

7th
%
89

9th
%

11th
%

Lewis Middle

89
27

1

85

71

Mira Mesa High

59

50

Mission Bay High

68

82

67

69

Lincoln High
Logan K-8

66

Longfellow K-8

87

Madison High
Mann Middle

85

Marshall Middle

85

Marston Middle

98

Memorial Scholars & Athletes

69

Millennial Tech Middle

65

Montgomery Middle

NT
%

86

Morse High
Mt. Everest Academy
Muirlands Middle
Pacific Beach Middle

100
86
100

Perkins K-8

83

Pershing Middle

86

Point Loma High
Riley/New Dawn
Roosevelt International Middle

100
79

San Diego Business/Leadership

25

34

San Diego International Studies

77

68

San Diego Metro Career and Tech

92

86

71

89

45

54

San Diego SCPA
San Diego Science and Technology

91

Notes: Response rates are presented by grade level. Eligible schools listed are based on CBEDS 2016-17 public
school and enrollment data files. Directly funded charter schools have been excluded from the list.

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 2016-17 CHKS Secondary Survey Response Rates - Continued


Scripps Ranch High

9th
%
76

11th
%
71

Serra High

70

96

Eligible Schools

Standley Middle

7th
%

NT
%

92

TRACE
Taft Middle

86

Twain High

55

University City High
Wangenheim Middle

78

74

71

Whittier K-12
Wilson Middle
iHigh Virtual Academy

92
100

Notes: Response rates are presented by grade level. Eligible schools listed are based on CBEDS 2016-17 public
school and enrollment data files. Directly funded charter schools have been excluded from the list.

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Main Report - Appendix