The table below shows the percent of positive responses on the Engagement theme.* Since stakeholder groups have different types of interactions with their school, there is some variation in the definition of engagement. The Engagement theme is defined as follows:
Colors are used to show the theme's percentile rank.** See the key below for what each color means.
Any arrows you see refer to the difference between the current survey round's percent positives and those from the previous survey round. For example, a 75% displayed with ↑ 2, indicates that the previous survey round’s percent positive was 73%.
|Staff||84%||↑ 7||82%||↑ 9||78%||↑ 3|
*Percent positives for individual questions indicate the percentage of responses that are a 4 or a 5, or in the Elementary Student survey the percentage of responses that are a 3. Percent positives for a theme indicate the percentage of responses with a mean rating across all questions in the theme greater than 3.5 out of 5, or in the Elementary Student survey greater than a 2.5 out of 3.
**Percentile rank shows how your average rating compares to the other schools of the same level (elementary, middle, or high schools) that have administered the same survey and make up YouthTruth's comparative dataset. For example, if your percentile rank is 80th, your survey result is higher than 80% of the other schools in the comparative dataset. Because this is in the top quartile it will appear dark blue.
Respondents chose one from five available answer choices for each question: 1: Strongly disagree, 2: Disagree, 3: Neither agree nor disagree, 4: Agree, 5: Strongly agree. For age appropriateness, Elementary Student questions are asked on a 1-3 scale instead: 1: Yes, very often, 2: Sometimes, 3: No, hardly ever. Middle and High School Student questions in the Relationships theme use a different scale than other questions in those surveys. These anchors refer to a number of teachers rather than to strength of agreement. They are: 1: None, 2: Very little, 3: Some, 4: A moderate amount, 5: All.