Mnth youth truth 2010 11

CONFIDENTIAL

YouthTruthA Beneficiary Perception ReportA Beneficiary Perception Report

prepared for

Manor New Technology High Schoolgy gFebruary 2011

© Center for Effective Philanthropy, Inc.CONFIDENTIAL0

675 Massachusetts Avenue 7th Floor Cambridge, MA 02139100 Montgomery Street Suite 1700 San Francisco, CA 94104

www.effectivephilanthropy.org

Beneficiary PerceptionReport Contents

I. Introduction 2II. Executive Summary and Overall Items 7

III. Themes of Student Perceptions

a) Relationships with Teachers 12) p

b) School Culture and Attitudes 19

c) Future Goals and Aspirations 24

d) Life Outside of High School 35d) Life Outside of High School 35

e) Rigor of Classes and Instruction 40

IV. Assessment of School Support Services 57

V Summary of Qualitative Feedback 62V. Summary of Qualitative Feedback 62

VI. Review of Findings and Areas for Discussion 67

VII. Student Demographics and School Resources 74

VIII Appendix 86VIII. Appendix 86

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1 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011

I. In

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Beneficiary PerceptionReport Background

The YouthTruth Beneficiary Perception Report (BPR) helps schools assess their performance compared to other schools by documenting students ‘ perceptionsperformance, compared to other schools, by documenting students ‘ perceptions about their school experience and about how well their school is preparing them for their future.

- The YouthTruth BPR shows an individual school its students ‘ perceptions relative to th f th t d t t h l h t d t d U l th ithose of other students at schools whose students were surveyed. Unless otherwise noted, this report provides comparative data from 119 schools, collected across four rounds of surveying since 2009. With only 119 schools in the comparative dataset, this should not be considered a comprehensive benchmarking study.

Q i h Y hT h k d d f d ‘- Questions on the YouthTruth survey seek to understand many aspects of students ‘ experiences, including:

- Impressions of their school culture

- Perceptions of the rigor of their classes and instructionPerceptions of the rigor of their classes and instruction

- Perceptions about how their school experience is helping them achieve their goals

- Their relationships with teachers and with adults outside of school, and

- Perceptions about the strengths and weaknesses of their school.Perceptions about the strengths and weaknesses of their school.

- Student perceptions should be interpreted in light of the particular philosophy, educational approach, and local context of a given school. As such, a “lower rating” on a particular dimension is not necessarily negative if that topic is not a focus for a given od

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p y g p gschool.

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Beneficiary PerceptionReport Methodology (1)

This YouthTruth Beneficiary Perception Report (BPR) contains data collected from students who attend 119 schools across 15 districts and networks 1 The details of Manor New Technology Highattend 119 schools across 15 districts and networks. The details of Manor New Technology High School ‘s surveys are:

Survey PeriodNumber of Students

Number of Responses

Survey ResponseSu ey e od Stude ts

Surveyedespo sesReceived

espo seRate2

November 2010 332 298 90%

February 2010 305 288 94%

Manor New Technology High School (MNTHS) is compared to a cohort of schools from NewTech Network (NewTech). The schools that comprise this group are:

Algiers Technology Academy New Tech High @ ArsenalAnderson New Technology High School New Tech High @ Zion-Benton EastBogalusa New Tech High School New Technology High School: Napa

NewTech Schools

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Columbus Signature Academy -New Tech North Daviess 21st Century High SchoolDa Vinci Charter Academy Sacramento New Technology High SchoolDanville New Tech High School Satellite CenterManor New Technology High School Student Empowerment AcademyMETSA @ R.L. Turner High School Tech Valley High SchoolNew Tech Academy @ Wayne High School Warren New Tech High School


I. In

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1: For a list of participating districts and networks included in the comparative set, please see the appendix.2: The average response rate for the 119 schools that have participated in YouthTruth is 79 percent.

New Tech Academy @ Wayne High School Warren New Tech High School

Beneficiary PerceptionReport Methodology (2)

Throughout this report, where possible, students ‘ average ratings at MNTHS are shown segmented by the following grade levels: Freshmen Sophomores Juniors and Seniors

Grade Level Number of Students

segmented by the following grade levels: Freshmen, Sophomores, Juniors, and Seniors.

Two students did not identify their grade level and are only included in MNTHS ‘s overall average.

Freshmen 92Sophomores 71

Juniors 70Seniors 63

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Beneficiary PerceptionReport Reading BPR Charts – Sample Charts

Much of the student perception data in the BPR is presented in the formats below. These charts show average ratings of student responses for MNTHS, the range of school ratings, and average ratings for

Truncated ChartStrongly

a e age at gs o stude t espo ses o S, t e a ge o sc oo at gs, a d a e age at gs ostudents by grade level, as applicable. Throughout the report, charts in this format are truncated from the full scale because school averages do not fall below a value of 2 on the 1-5 scale.

5 05 0Strongly agree Truncated Chart

3.0 4.0 5.0

1=Strongly negative

5=Strongly positive

5.0

5.0

Top of range 2.0The solid black line represents

the range between the average school ratings of the highest

and lowest rated schools in the

NewTech Schools

Grade Level

Somewhat agree

Middle fifty percent of school average ratings

4.0

4.0

50th percentile( di )

75th percentileThe green bar represents the

t d t ti f

and lowest rated schools in the cohort of NewTech schools.

Neither agree nor

Full range of school average ratings

3.0

3.0

(median)

25th percentile

average student rating for MNTHS in ‘10-‘11.

The long red line represents the average student rating of the median school in the full

The purple bar represents the average student rating for

MNTHS in ‘09-‘10. MNTHS ‘10-‘11

agree nor disagree

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3.0

3.0

Bottom of range

the median school in the full comparative set. MNTHS ‘09-‘10

Median NewTech SchoolRange of NewTech SchoolsFreshmen

The blue bar represents the average student rating of the

median school in the cohort of NewTech schools.

e


1=Strongly disagree

Somewhat disagreeI.

Intr

o

2.02.0Note: Scale ends at 2.0

The shapes represent the average ratings of

Freshmen, Sophomores, Juniors, and Seniors.

Freshmen

Sophomores

Juniors

SeniorsMN

THS

Gra

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I. Introduction 2

II. Executive Summary and Overall Items 7III. Themes of Student Perceptions







V Summary of Qualitative Feedback 62all I

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s

V. Summary of Qualitative Feedback 62



VIII Appendix 86ary

and

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VIII. Appendix 86

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Beneficiary PerceptionReport Executive Summary

Students at Manor New Technology High School (“MNTHS”) rate their school very positively overall and more positively than students at the typical school that has participated in YouthTruth. MNTHS is also rated more positively than the typical NewTech Network school on most measures within this report. Students agree more strongly than typical that they are getting a high quality education at MNTHS. One MNTHS student comments, “Manor NewTech is going to get me somewhere…. I am certain that this school is going to get me where I need and hope to be.” When looking at student ratings across time, MNTHS ‘10-‘11 is rated higher than ratings received in ‘09-‘10 on nearly all measures within this report.

Student-teacher relationships at MNTHS are rated more positively than is typical. Compared to students at the typical school, students at MNTHS indicate that more of their teachers are willing to give extra help on school work if needed, try to be fair, and make an effort to understand what their life is like outside of school. Students comment on their supportive teachers that “care about [students] getting…work done on time and correctly. They encourage [students] to ask a lot of questions to really understand what [they are] learning.” They also agree more strongly than typical that there is at least one teacher who would write them a recommendation for a job, program, scholarship, or college, and that their teachers ‘ expectations make them want to do their best.

all I

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Students at MNTHS continue to have more positive perceptions of their school culture than do students at the typical school.MNTHS students more strongly agree than typical that there is respect between adults and students and that their classmates care about succeeding academically. They also more strongly agree that they enjoy coming to school than is typical. When asked to indicate the most important thing that their school provides to help them do their best in class, students most frequently mention the positive culture at MNTHS. One student comments, “If we wanna give up the teachers and students won’t let us because of our culture.” Students agree more strongly than typical that discipline at MNTHS is fair although some students continue to mention “disrespectful” and “disruptive students ”

ary

and

Ove

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than typical that discipline at MNTHS is fair, although some students continue to mention disrespectful and disruptive students.

Compared to students at the typical school, students at MNTHS more strongly agree that they will have more options after graduating because of what their school has done for them. A larger proportion of students expect to go to a four-year college than is typical, and students more strongly agree that MNTHS has helped them develop the skills and knowledge they will need for college and has helped them understand the steps needed in order to apply to college. One student says, “I will have many options for me once I graduate because this school has given me and continues to give me more knowledge of what is in store for me in the future ” Students at MNTHS

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Sum

ma because this school has given me and continues to give me more knowledge of what is in store for me in the future. Students at MNTHS

report a typical frequency of conversations with adults at school about their future.

The rigor of classes and instruction at MNTHS is rated higher than typical. Students agree more strongly than typical that the work they do in class makes them think and that their teachers understand the subjects they are teaching. Students most frequently mention better course selection at MNTHS as a way in which the school could change to help students do their best in class. Students comment on wanting more course electives saying “It would be cool that when we have all the classes we need to get our credits if there are extra classes we


II. E

xe more course electives, saying, It would be cool that, when we have all the classes we need to get our credits, if there are extra classes we could take to fill in the periods.” While students report spending a typical amount of time on homework outside of class, they frequently request more time to do work in school. “We have a lot of work here and lots to do. It is a challenging school and I work very hard in class to get what I need done, but sometimes there isn ‘t enough time. I would like a study hall to get with my groups and work or to just do extra credit,” says one student.

Beneficiary PerceptionReport Options After Graduating from High School

When asked whether they agree that they would have more options after graduating because of what their school has done for them, students at MNTHS rate their school:

Selected Student CommentsIncreased Options After Graduation

Higher than students at the median school Higher than students at the median NewTech school

5.0

5.0 “I think that this school is getting you ready for the real

world. The experience I gain here at Manor New Technology High School will help me when and if I find myself struggling in the future. I feel that all my hard work will eventually pay off ”

Strongly agree NewTech Schools Grade Level Top of

range

Sophomores overlaps Freshmen.

4.0

4.0

hard work will eventually pay off.

“Any high school could have got me into the program I am in. 99.9 percent of the workforce went to regular schools. They are doing just fine. It is ignorant to think I will do better than all of them because of New Tech.”

“We get more credits and since everything is projectall I

tem

s Somewhat agree

75th percentile

50th percentile(median)

MNTHS ‘09-‘10 overlaps Median NewTech School.

We get more credits and since everything is project based and you have to work with people in your group like you would with people at a job, I feel like we have a head start. We ‘re already used to working with partners and working things out and presenting, when kids from mot other high schools are not.”

ary

and

Ove

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1-5

Sca

le

Neither

25th percentile

MNTHS ‘10-‘11

MNTHS ‘09 ‘10

3.03.0 “This school has not prepared me for college, the courses are not challenging enough.”

“I believe that this school prepares me for the college experiences I ‘ll encounter more than if I attended the regular high school.”

ecut

ive

Sum

ma agree nor

disagree Bottom of rangeMNTHS 09- 10

Median NewTech SchoolRange of NewTech SchoolsFreshmene


2.02.0

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1=Strongly disagree

Somewhat disagree

Note: Scale ends at 2.0

Freshmen

Sophomores

Juniors

SeniorsMN

THS

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Beneficiary PerceptionReport Quality of Education

When asked how strongly they believe they are getting a high-quality education, students at MNTHS rate: Higher than students at the median school

5 05 0

I am getting a high quality education at this school

g Higher than students at the median NewTech school

Strongly 5.0

5.0agree NewTech Schools

Grade Level

Top of range

4.0

4.0

all I

tem

s

le

Somewhat agree

75th percentile


25th til

3.0

3.0ary

and

Ove

ra

1-5

Sca

Neither agree nor disagree Bottom of

25th percentile

MNTHS ‘10-‘11

MNTHS ‘09-‘10

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Sum

ma g Bottom of

rangeMedian NewTech SchoolRange of NewTech SchoolsFreshmen

SophomoresGra

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l9 CONFIDENTIAL © The Center for Effective Philanthropy, Inc. 2/10/2011

2.02.0II. E

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Note: Scale ends at 2.01=Strongly disagree

Somewhat disagree

Sophomores

Juniors

SeniorsMN

THS

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Beneficiary PerceptionReport Pride and Enjoyment

On the measure of students ‘ pride in their school work, MNTHS is rated:

On the measure of how much students enjoy coming to school, MNTHS is rated:

I take pride in my school work I enjoy coming to school most of the time

Higher than the median school Higher than the median NewTech school

Higher than the median school Higher than the median NewTech school

5.05.0the timeStrongly

agreeStrongly

agree5.05.0NewTech Schools

Grade Level NewTech Schools

Grade Level

Top of range

4.0

4.0

ns

Somewhat agree

Somewhat agree

4.0

4.0

p g

25th percentile

75th percentile50th percentile(median)

Top of range

75th percentile

Seniors overlaps Sophomores.

3 0

3 0

1-5

Sca

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Neither

1-5

Sca

le

Neither

3 03 0

Bottom of range

p

25th percentile


MNTHS ‘10-‘11

MNTHS ‘09 ‘10

3.03.0

emes

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tude agree nor

disagreeagree nor disagree

3.03.0

Bottom of

MNTHS 09- 10

Median NewTech SchoolRange of NewTech SchoolsFreshmende


2.02.0

III. T

he

1=Strongly disagree

Somewhat disagree

1=Strongly disagree

Somewhat disagree2.0

Note: Scale ends at 2.0 Note: Scale ends at 2.02.0

rangeSophomores

Juniors

SeniorsMN

THS

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I. Introduction 2

II. Executive Summary and Overall Items 7


a) Relationships with Teachers 12) pb) School Culture and Attitudes 19





V Summary of Qualitative Feedback 62ns V. Summary of Qualitative Feedback 62



VIII Appendix 86ent P

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VIII. Appendix 86

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Beneficiary PerceptionReport Themes of Student Perceptions

CEP grouped 32 individual questions from the YouthTruth survey into the five themes shown below. The five themes each include a summary measure capturing data from statistically related questionsThe five themes each include a summary measure, capturing data from statistically related questions that fall within that theme.1

Relationships with Teachers Describes the extent to which students receive personal and academic support from teachers

Describes the school ‘s environment and the

ns

School Culture and Attitudes

Future Goals and Aspirations32 Individual

QuestionsDescribes students ‘ goals for their future and activities they engage in to support these goals

Describes the school s environment and the degree to which students experience a fair and respectful school culture

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Life Outside of High School Describes how students ‘ lives outside of school impact their future plans

Rigor of Classes and InstructionDescribes the degree to which students feel challenged to work hard, think critically, and participate in rigorous classroom activities

emes

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participate in rigorous classroom activities


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1: To identify summary measures, CEP used maximum likelihood factor analysis, a statistical tool that analyzes underlying patterns in the data. The summary measures for Relationships with Teachers, School Culture and Attitudes, Future Goals and Aspirations, and Life Outside of High School include data collected from all schools that have participated in YouthTruth. The items comprising the Rigor of Classes and Instruction summary measure were added to the survey as of the November 2009 survey round, and therefore have only been asked of students attending the schools that have participated since then.

Beneficiary PerceptionReport Student Relationships with Teachers

The Relationships with Teachers summary measure describes the degree to which students have positive interactions with teachers who are supportive and keep them on track academically.

Survey Questions Included in MeasureH f t h illi t i

Relationships With Teachers Summary Measure

pp p y MNTHS is rated higher than the median school on this measure. MNTHS is rated higher than the median NewTech school on this measure.

How many of your teachers are willing to give extra help on school work if you need it?

How many of your teachers try to be fair?

How many of your teachers believe you can get a good grade if you try?

More positive

relationships

5.0NewTech Schools

Grade Level 5.0

How many of your teachers are not just satisfied if you pass; they care if you ‘re really learning?

How many of your teachers make connections between what you ‘re learning in class to life outside the classroom?ns

4.0

4.0

Top of range

75th percentileSeniors overlaps Sophomoresoutside the classroom?

How many of your teachers make an effort to understand what your life is like outside of school?

ent P

erce

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25th percentile



MNTHS ‘10 ‘11

emes

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tude

3.03.0 Bottom of range

MNTHS 10- 11

MNTHS ‘09-‘10

Median NewTech SchoolRange of NewTech


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1=Less positive

relationships2.0

Note: Scale ends at 2.02.0

SchoolsFreshmen

Sophomores

Juniors

SeniorsMN

THS

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Items Included in Summary Measure

Average Rating1=None, 2=Few, 3=Half, 4=Most, 5=All

2 0 4 0 5 03 0

How many of your teachers are willing to give extra help on school work if you need it?

2.0 4.0 5.03.0


y

How many of your teachers try to be fair?ns


to be fair?

How many of your teachers believe you can get a gooden

t Per

cept

ion

believe you can get a good grade if you try?

emes

of S

tude

Note: Scales end at 2.0



III. T

he Full range of school

avg. ratings

Middle fiftypercent of school

avg. ratings

Median School

MNTHS ‘10-‘11

MNTHS‘09-‘10

MedianNewTech

School

Range ofNewTechSchools

Freshmen Sophomores Juniors Seniors


Items Included InSummary Measure

Average Rating1=None, 2=Few, 3=Half, 4=Most, 5=All

Summary Measure

How many of your teachers are not just satisfied if you pass,

2.0 4.0 5.03.0MNTHS ‘09-‘10 overlaps Median NewTech School.

j y p ,they care if you ‘re really learning?

How many of your teachers

ns

make connections between what you ‘re learning in class to life outside of the classroom?

ent P

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How many of your teachers make an effort to understand what your life is like outside of school?

emes

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tude

Note: Scales end at 2 0

Juniors overlaps Freshmen and Sophomores.


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Full range of school

avg. ratings


avg. ratings

Median School

MNTHS ‘10-‘11

MNTHS‘09-‘10

MedianNewTech

School



Beneficiary PerceptionReport Personal Support from Teachers

When asked if there is at least one teacher who would help them with a personal problem, students at MNTHS

When asked if there is at least one teacher who would write them a recommendation for a job, program, scholarship, or

One teacher…would help me with a l bl

One teacher…would write me a recommendation f j b h l hi ll

rate their school: Similar to students at the median school Similar to students at the median NewTech school

college, students at MNTHS rate their school: Higher than students at the median school Higher than students at the median NewTech school

personal problem for a job, program, scholarship, or collegeStrongly

agreeStrongly

agree5.0 5.0

NewTech Schools


Grade Level 5.0

5.0

Top of range

Top of range

ns

Somewhat agree

e

Somewhat agree4.0

4.0

4.0

4.075th percentile

50th percentile

75th percentile

25th percentile



Sophomores overlaps Freshmen.MNTHS ‘09-‘10 overlaps Median NewTech School.

1-5

Sca

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ent P

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Neither

1-5

Sca

leNeither

Bottom of range

25th percentile

50 percentile(median)

Bottom of range

MNTHS ‘10-‘11

emes

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tude

Neither agree nor disagree


3.0

3.03.0 3.0 MNTHS ‘09-‘10

Median NewTech SchoolRange of NewTech SchoolsF h


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1=Strongly disagree

Somewhat disagree

1=Strongly disagree


Note: Scale ends at 2.02.0

Note: Scale ends at 2.02.0 2.0

Freshmen

Sophomores

Juniors

SeniorsMN

THS

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Beneficiary PerceptionReport What Students Are Saying…

Below are selected student comments related to the theme of Student Relationships with Teachers. For a full list of comments, please see your Student Comments Table.list of comments, please see your Student Comments Table.

Selected Comments –Student Relationships with Teachers

“No matter what question I have, teachers will answer anything. Even when I need help with my homework, I can email them and they will respond.”

“There are some teachers who doesn ‘t give good directions or give directions that has

ns

g g gnothing to do with the work that they have assigned and then I become confused on what was going on.”

“Having teachers give me extra help in certain things that I don ‘t understand or have trouble doing is of big help because when they individually sit with me and explain in a better specific

ent P

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n doing is of big help because when they individually sit with me and explain in a better specific way, helps me understand better and be more positive towards the work I get done and improves my grade much more.”

“All of my teachers are great, but sometimes they don ‘t explain the assignment or project well enough so us students find it rather difficult to complete the given task ”

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tude enough, so us students find it rather difficult to complete the given task.

“I know I can always go to my teachers if I need help with anything.”


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I. Introduction 2




b) School Culture and Attitudes 19c) Future Goals and Aspirations 24








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VIII. Appendix 86

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Beneficiary PerceptionReport School Culture and Attitudes

The School Culture summary measure describes the level of perceived respect between adults and students and the degree to which students believe their classmates care about succeeding.

School Culture Summary Measure

g g MNTHS is rated higher than the median school on this measure. MNTHS is rated higher than the median NewTech school on this measure.

Survey Questions Included in Summary Measure

More positive culture

5.05.0NewTech Schools

Grade Level

Most students in this school treat adults with respect.

Most students in this school want to do well in class.

Most adults in this school treat students with tns

4.0

4.0Top of range

respect.

Discipline in this school is fair.

ent P

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75th percentile

25th percentile



MNTHS ‘10-‘11

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tude

3.0 3.0

Bottom of range

25th percentileMNTHS ‘09-‘10

Median NewTech SchoolRange of NewTech Schools


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1=Less positive culture


Freshmen

Sophomores

Juniors

SeniorsMN

THS

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Beneficiary PerceptionReport

It I l d d iAverage Rating



1=Strongly disagree, 2=Somewhat disagree, 3=Neither agree nor disagree, 4=Somewhat agree, 5=Strongly agree

2.0 4.0 5.03.0

Most students in this school treat adults with respect.


Most students in this school want to do well in class.

ns


p

Most adults in this school treat students with respect.

ent P

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Juniors overlaps Freshmen

Discipline in this school is fair.

emes

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tude

Juniors overlaps Freshmen.


III. T

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avg. ratings


avg. ratings

Median School

MNTHS ‘10-‘11

MNTHS‘09-‘10

MedianNewTech

School




Below are selected student comments related to the theme of School Culture and Attitudes. For a full list of comments, please see your Student Comments Table.comments, please see your Student Comments Table.

Selected Comments –School Culture and Attitudes

“I feel like I will be respected and accepted and so when I do work with my peers I can speak my opinions and ideas and contribute to the work more effectively.”

“It is tiring to have to have the teacher take time off from teaching to deal with problem

ns

g g pstudents. They just need to grow up…. Those few students are also the ones who are getting privileges taken away from others.”

“In my old school there was lots of cussing and fighting but since I came to MNTHS there is lots less violence and cussing it makes me feel safe and all the students here are nice ”

ent P

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n lots less violence and cussing, it makes me feel safe and all the students here are nice.

“Offer more extracurricular activities or interaction with other schools. I know that the school has 4 years opened but they need to work more on providing more activities for the students to be involved with the school for example our own [sports] teams."

emes

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tude “We are a small school and we know each other well. The teachers give us good one-on-

one attention. I feel safe here and this is a really really fun place to be.”


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Beneficiary PerceptionReport School Environment

Students were asked how strongly they agreed with several statements about their school ‘s environment, with 1=“Strongly disagree” and 5=“Strongly agree.” On average, compared to students at the median New Tech school,

“How strongly do you agree or disagree with the following statements?” Average Ratings by Grade Level for MNTHS

Freshman Sophomores Juniors Seniors

students at MNTHS more strongly agree that nearly all students and staff obey and enforce the rules and there is a process any student can use to raise concerns and help change the rules and policies at school.

3.9

4.0Nearly everyone at our school is accepted as an individual

4.1 3.6 4.3 3.9

3.8Nearly all students and staff obey and enforce 4 2 3 5 4 1 3 5ns

3.5

staff obey and enforce the rules

4.2 3.5 4.1 3.5

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3.5

3.8There is a process any student can use to raise concerns and help change the rules and policies at my school

3.9 3.6 4.1 3.5

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22 CONFIDENTIAL © The Center for Effective Philanthropy 2/10/2011

MNTHSMedian of New Tech Schools

1 2 3 4 5

school

Strongly disagree

Strongly agree


Somewhat agree

Somewhat disagree

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he

Note: Comparative data from the full YouthTruth dataset is not available because this question was asked only of students at New Tech Network.


I. Introduction 2





c) Future Goals and Aspirations 24d) Life Outside of High School 35d) Life Outside of High School 35







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VIII. Appendix 86

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Beneficiary PerceptionReport Future Goals and Aspirations

The Goals and Aspirations summary measure describes the extent to which students are communicating with adults at school about how to achieve their future goals.

Goals and Aspirations Summary Measure

MNTHS is rated similar to the median school on this measure. MNTHS is rated higher than the median NewTech school on this measure.

Moregoal-oriented


Grade Level


In the past year, how often have you talked to an adult at your school about how to decide what you want to do after you graduate?

In the past year, how often have you talked to an ns

4.04.0Top of range

p y , yadult at your school about what classes you need to graduate?

ent P

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75th percentile50th percentile

MNTHS ‘10-‘11

emes

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3.0

3.0

25th percentile

50th percentile(median)MNTHS ‘09-‘10



III. T

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1=Less goal-oriented

2.0Note: Scale ends at 2.0

2.0

Bottom of range

Freshmen

Sophomores

Juniors

SeniorsMN

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Items Included inAverage Rating

Future Goals and Aspirations


1=Never, 2=Rarely, 3=Sometimes, 4=Frequently, 5=Very frequently

In the past year, how often have

2.0 4.0 5.03.0

In the past year, how often have you talked to an adult at school about how to decide what you want to do after you graduate?


In the past year, how often have you talked to an adult at school about what classes you need to graduate?

ns

Other Related Item Not Included in Summary Measure

ent P

erce

ptio

n

Average Rating1=Never, 2=Rarely, 3=Sometimes, 4=Frequently, 5=Very frequently

2.0 4.0 5.03.0

In the past year, how often have you talked with your friends about college?

emes

of S

tude


III. T

he Note: Scales end at 2.0


avg. ratings


avg. ratings

Median School

MNTHS ‘10-‘11

MNTHS‘09-‘10

MedianNewTech

School



Beneficiary PerceptionReport Students ‘ Desire to Attend College (1)

The proportion of MNTHS students who want to go to college is: Similar to that of the average school

Do you want to go to college?

Similar to that of the average NewTech school

No

80%

100%Maybe;

I ‘m not sure

ns

60%

80%

nden

ts

ent P

erce

ptio

n

40%

Perc

ent o

f Res

pon

Yes

emes

of S

tude

20%

P


III. T

he

0%MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School Average NewTech School

Beneficiary PerceptionReport Students ‘ Desire to Attend College (2)

Do you want to go to college?

No

80%

100%Maybe;

I ‘m not sure

ns

60%

80%

nden

ts

ent P

erce

ptio

n

40%

Perc

ent o

f Res

pon

Yes

emes

of S

tude

20%

P


III. T

he

0%Freshmen Sophomores Juniors Seniors

Beneficiary PerceptionReport Next Steps After High School (1)

Compared to the proportion at the average school, a larger proportion of MNTHS students report that they expect to attend a 4-year college after graduating from high school.

After you finish high school, what do you expect to do next?1

100%

p y g g g g

80%Other

Undecided

ns

60%

spon

dent

s

Attend a 4-year

ent P

erce

ptio

n

40%

Perc

ent o

f Res

Attend a 4 yearcollege

emes

of S

tude

20% Attend a 2-yearcollege

Work full time at a job


III. T

he

0%MNTHS ‘10-‘11 Average NewTech School

Join the military

Average School

1: This question was added to the survey in the November 2010 survey round. Therefore, this chart only includes comparative data for the 54 schools that participated in the November 2010 round.

Beneficiary PerceptionReport Next Steps After High School (2)

After you finish high school, what do you expect to do next?

80%

100%

Other

Undecided

ns nden

ts

60%

80%

ent P

erce

ptio

n

Perc

ent o

f Res

pon

40%

Attend a 4-yearcollege

emes

of S

tude

P

20%

Attend a 2-year


Work full time at a job

III. T

he

0%Freshmen Sophomores Juniors Seniors

Join the military

college

Beneficiary PerceptionReport College Preparation

When students are asked whether their school has helped them understand the steps they need to take in order to apply to college MNTHS is rated:

When students are asked whether their school has helped them develop the skills and knowledge they will need for college MNTHS is rated:

5.0 5.05.0 5.0Develop Skills/Knowledge for College1 Understand Steps to Apply to College1

college, MNTHS is rated: Higher than the median school Higher than the median NewTech school

college, MNTHS is rated: Higher than the median school Higher than the median NewTech school

Strongly Strongly

NewTech Schools


Grade Level agree Strongly agree

Top ofrange

4.0 4.0

4.0

4.0

cale

cale

ns

Somewhat agree Somewhat

agree

50th percentile

75th percentile

Top of range

75th percentile

50th til


3.0

3.0

3.0

3.0

1-5

Sc

1-5

Sc

ent P

erce

ptio

n


Neither agree nor

Bottom of range

50 percentile(median)25th percentile

Bottom of range

50th percentile(median)25th percentile

MNTHS ‘10-‘11

emes

of S

tude

disagree agree nor disagree

range MNTHS 10 11

MNTHS ‘09-‘10



2.0 2.02.0 2.01=Strongly disagree

Note: Scale ends at 2.0 Note: Scale ends at 2.0III. T

he Somewhatdisagree Somewhat

disagree

1=Strongly disagree

SchoolsFreshmen

Sophomores

Juniors

SeniorsMN

THS

Gra

de

Leve

l

1: These questions were added to the survey in the November 2010 survey round. Therefore, these charts only include comparative data for the 54 schools that participated in the November 2010 round.

Beneficiary PerceptionReport Career Preparation

When students are asked whether their school has helped them understand the steps they need to take in order to have the careers they want MNTHS is rated:

When students are asked whether their school has helped them identify careers that match their interests and abilities, MNTHS is rated:

5 05 05 05 0

careers they want, MNTHS is rated: Higher than the median school Similar to the median NewTech school

MNTHS is rated: Higher than the median school Higher than the median NewTech school

Identify Careers Suited to Interests/Abilities1

Understand Steps to Obtain Desired Careers1

Strongly Strongly 5.05.05.05.0NewTech Schools


Grade Level

Strongly agree

Strongly agree

4.0

4.04.0

4.0

ns ale

ale

Somewhat agree

Somewhat agree

Top of range

Top of range

3.0

3.0

3.0

3.0ent P

erce

ptio

n

1-5

Sca

1-5

Sca

Neither agree nor

Neither agree nor


th

75th percentile75th percentile50th percentile(median)

25th percentile

Juniors overlaps Sophomores.

MNTHS ‘10-‘11

3.0

emes

of S

tude

gdisagree

gdisagree25th percentile

MNTHS ‘09-‘10


Bottom of rangeBottom of

range


2.02.02.02.0Note: Scale ends at 2.0 Note: Scale ends at 2.0

III. T

he

1=Strongly disagree

Somewhatdisagree

Somewhatdisagree

1=Strongly disagree

Freshmen

Sophomores

Juniors

SeniorsMN

THS

Gra

de

Leve

l1: These questions were added to the survey in the November 2010 survey round. Therefore, these charts only include

comparative data for the 54 schools that participated in the November 2010 round.

Beneficiary PerceptionReport Considered Dropping Out of School (1)

Compared to the proportion at the median school, a similar proportion of MNTHS students report that they have seriously considered dropping out of high school. The reasons most frequently mentioned by students for

20% Why did you consider dropping out of school?1Note: Scale ends at 20%

y pp g g q y yconsidering dropping out are falling behind and feeling like they couldn ‘t catch up and not seeing how the work they were doing would help them in life.

MNTHS ‘10-‘11MNTHS ‘09-‘10Median SchoolMedian NewTech

ents

Percent of MNTHS students in ‘10-‘11 who have considered dropping out Percent of MNTHS students in ‘09 ‘10

School

15%

8%

7%

10%

rcen

t of R

espo

nde

ons

students in 09- 10 who had considered dropping outPercent of students who have considered dropping out at the median schoolP t f t d t

16%

16%

5%5%

3% 3%

5%

6%

5%

2%3%

5%

6%6%

5%

3% 3% 3% 2% 2%

4%

6%

5%

4%

2%3%

4%3%

3%

4%

7%

Per

dent

Per

cept

io Percent of students who have considered dropping out at the median NewTech school

16%

2%

1% 1%

2%2%

2%2%

1%1%

2% 2%

1%1%

2% 2%1%

1%

0%

hem

es o

f Stu

d

I had fallen behind and

felt like I

I didn ‘t see how the work I was doing

I had personal

problems at

I needed to work and

make money

I had problems with other

I didn ‘t feel like anyone

cared if I

I was discouraged

by an adult(s)

I failed state or

standardized

I didn ‘t feel safe

at school

I didn ‘t feel safe going to and from

Other2


III. T

h felt like I couldn ‘t catch up

I was doing would help me in life

problems at home

make money with other students2

cared if I stayed in school

by an adult(s) at school

standardized tests

at school to and from school

1: Includes data from 43 MNTHS students who responded 'Yes ‘ to the question, “Have you ever seriously considered dropping out of high school?” Students were asked to check all reasons that apply.

2: Comments included in 'Other ‘ category are provided in Student Comments Table.

Beneficiary PerceptionReport Considered Dropping Out of School (2)

Why did you consider dropping out of school?1

20%

Note: Scale ends at 20%

By grade level, percent of

students who have considered

dropping out

Freshmen 11%

Sophomores 16%

Juniors 14%

Seniors 16%

of R

espo

nden

ts

ns

10%

Perc

ent

ent P

erce

ptio

n

4%

8%

6%

4% 4% 4% 4%

6%

9% 9%

4% 4%

6%

8%

5% 5%

6%

5%4%

5%

emes

of S

tude

I had fallen I didn ‘t see I had I needed to I had I didn ‘t feel I was I failed I didn ‘t feel I didn ‘t feel Other

2% 2% 2%

0% 0% 0%

2%

1%

3%

1% 1%1%

3% 3% 3%

0% 0%

2%

0% 0% 0% 0% 0%

1%

0%


III. T

he

ad a ebehind and

felt like I couldn ‘t catch up

d d t seehow the work I was doing would help me in life

adpersonal

problems at home

eeded towork and

make money

adproblems with other students

d d t eelike anyone

cared if I stayed in school

asdiscouraged

by an adult(s) at school

a edstate or

standardized tests

d d t eesafe

at school

d d t eesafe going to and from

school

Ot e

1: Includes data from 43 MNTHS students who responded 'Yes ‘ to the question, “Have you ever seriously considered dropping out of high school?” Students were asked to check all reasons that apply.


I. Introduction 2






d) Life Outside of High School 35d) Life Outside of High School 35e) Rigor of Classes and Instruction 40






erce

ptio

n

VIII. Appendix 86

emes

of S

tude


III. T

he

Beneficiary PerceptionReport Life Outside of High School

The Discussion Outside of School summary measure describes the extent to which adults outside of school are talking with students about their academic work and future.

Discussion Outside of SchoolSummary Measure

MNTHS is rated higher than the median school on this measure. MNTHS is rated higher than the median NewTech school on this measure.

Survey Questions Included in Summary MeasureIn the past year, how often has an adult outside of

More frequent


Grade Level

school talked to you about the importance of college?

In the past year, how often has an adult outside of school talked to you about how you are doing in your classes?

ns

4.04.0 Top of range

In the past year, how often has an adult outside of school talked to you about ways to pay for college?

ent P

erce

ptio

n

50th percentile(median)25th percentile

75th percentile

MNTHS ‘10-‘11

emes

of S

tude

3.03.0

Bottom of range

MNTHS ‘09-‘10

Median NewTech SchoolRange of NewTech SchoolsFreshmene


III. T

he

1=Less frequent

2.0Note: Scale ends at 2.0

2.0

Freshmen

Sophomores

Juniors

SeniorsMN

THS

Gra

deLe

vel

Beneficiary PerceptionReport Life Outside of High School

Items Included InSummary Measure

Average Rating1=Never, 2=Rarely, 3=Sometimes, 4=Frequently,

5=Very frequentlySummary Measure 5 Very frequently

In the past year, how often has an adult outside of school

2.0 4.0 5.03.0

an adult outside of school talked to you about the importance of college?

In the past year, how often has ns

p y ,an adult outside of school talked to you about how you are doing in your classes?

ent P

erce

ptio

n

In the past year, how often has an adult outside of school talked to you about ways to pay for college?

emes

of S

tude

Note: Scales end at 2 0


III. T

he



avg. ratings


avg. ratings

Median School

MNTHS ‘10-‘11

MNTHS‘09-‘10

MedianNewTech

School




Compared to the proportion at the median school, a smaller proportion of MNTHS students report home life as an obstacle that makes it hard for them to do their best in school, while a smaller proportion report their

Obstacles to Best Performance in School (1)

37%

34%

40%

p p pextracurricular commitments as an obstacle.


MNTHS ‘10-‘11MNTHS ‘09-‘10

Do any of the following make it hard for you to do your best in school?1

26%

34%

27%

30%

ts

MNTHS 09- 10Median SchoolMedian NewTech School

26%

21%

17%

25%

20%

of A

ll R

espo

nden

t

ns

14%

8%

10%

13%

8%

%16% 16%

13%

8%

10%

14%

12% 12%

8% 8%9%

11%11%

14%

10%10%

Perc

ent o

ent P

erce

ptio

n

4%3%

4%

2%

6%5%

4% 4%

2%

8%

6%5%

4% 4%

8% 8%

4%4%

3%

0%emes

of S

tude


Home life My extracurricular commitments

Family responsibilities (including my own kid(s))

Relationship with

boyfriend or girlfriend

My own mental health

After-school job

Getting picked on

Crime and violence

outside school

Use of drugs and/or alcohol

Crime and violence in

school

Other

0%

1: Students were asked to check all reasons that apply; 37 percent of students indicated that there were no significant obstacles that make it difficult for them to do their best in school.

III. T

he

2: Comments included in 'Other ‘ category are provided in Student Comments table.

Beneficiary PerceptionReport Obstacles to Best Performance in School (2)

50%Do any of the following make it hard for you to do your best in school? 1


Freshmen

Sophomores

37%

40%

Juniors

Seniors

32%

25%

29% 29%

24%

30%

ll R

espo

nden

ts

ns

12%13%

20%

16%

11%

14% 14%

19%

14%

16%

19%

10%10%

20%

Perc

ent o

f A

ent P

erce

ptio

n

2%3%

1%2%

0%

7%

9%

6% 6%

3%

9%9%

7%

1%

4%6% 6%

7%

5%

6%

2% 2% 2%

0%

10%10%10%

0%

10%

emes

of S

tude


Home life My extracurricular commitments

Family responsibilities (including my own kid(s))

Relationship with

boyfriend or girlfriend

My own mental health

After-school job

Getting picked on

Crime and violence

outside school

Use of drugs and/or alcohol

Crime and violence in

school

Other0%

III. T

he

1: Students were asked to check all reasons that apply; 37 percent of students indicated that there were no significant obstacles that make it difficult for them to do their best in school.


I. Introduction 2







e) Rigor of Classes and Instruction 40IV. Assessment of School Support Services 57





erce

ptio

n

VIII. Appendix 86

emes

of S

tude


III. T

he

Beneficiary PerceptionReport Rigor of Classes and Instruction

The Rigorous Instruction summary measure describes the degree to which students feel challenged to work hard, think critically in their classes, and believe that their teachers contribute to their learning.

Rigorous Instruction Summary Measure

MNTHS is rated higher than the median school on this measure. MNTHS is rated higher than the median NewTech school on this measure.

More rigorous 5.05.0

NewTech Schools

Grade Level


In order to receive a good grade, I have to work h d i l

ns

hard in my classes.

The work that I do for my classes makes me really think.

Teachers understand the subjects that they are teaching.

Top of range

75th percentile

ent P

erce

ptio

n

4.0

4.0Teachers assign homework that helps students to better understand the subject.

25th percentile


75 percentile

MNTHS ‘10-‘11

emes

of S

tude

Bottom of range

MNTHS ‘09-‘10



III. T

he

1 = Less rigorous


Freshmen

Sophomores

Juniors

SeniorsMN

THS

Gra

de

Leve

l

Beneficiary PerceptionReport Rigor of Classes and Instruction

It I l d d iAverage Rating


1=Strongly disagree, 2=Somewhat disagree, 3=Neither agree nor disagree, 4=Somewhat agree, 5=Strongly agree

2.0 4.0 5.03.0

In order to receive a good grade, I have to work hard in my classes.


ns

The work that I do for my classes makes me really think.

ent P

erce

ptio

n

Teachers understand the subjects that they are teaching.

emes

of S

tude

Teachers assign homework that helps students to better understand the subject.


III. T

he

Note: Scales end at 2.0.


avg. ratings


avg. ratings

Median School

MNTHS ‘10-‘11

MNTHS‘09-‘10

MedianNewTech

School



Beneficiary PerceptionReport Teachers ‘ Expectations and Relevance of Curriculum

On the measure of whether students agree that their class work helps them outside of school, MNTHS is

On the measure of whether students agree that their teachers ‘ expectations make them want to do their best,

What I learn in class helps me outside of school

My teachers ‘ expectations make me want to do my best StronglyStrongly

rated: Higher than the median school Higher than the median NewTech school


5.05.0 5.05.0schooly Strongly

agreeStrongly

agree NewTech Schools


Grade Level

4.04.0

4.0

4.0

ns

Somewhat agree

Somewhat agree

Top of range

75th percentile

Top of range



Seniors overlap Freshmen and Juniors.

3 0

3 0

3 0

3 01-

5 S

cale

ent P

erce

ptio

n

Neither agree nor

1-5

Sca

le

Neither agree nor

25th percentile


25th percentile

50 pe ce t e(median)

MNTHS ‘10-‘11

MNTHS ‘09-‘10

3.0

3.0 3.03.0

emes

of S

tude

agree nor disagree

agree nor disagree Bottom of

rangeMedian NewTech SchoolRange of NewTech SchoolsFreshmen

ade

Bottom of range


2.02.0 2.02.0III. T

he

1=Strongly disagree

Somewhat disagree

1=Strongly disagree

Somewhat disagree

Note: Scale ends at 2.0Note: Scale ends at 2.0

Sophomores

Juniors

SeniorsMN

THS

Gra

Leve

l

Beneficiary PerceptionReport Time Preparing Outside of Class (1)

The proportion of MNTHS students who spend more than one hour each day on homework for their classes is: Similar to that of the average school

100%


How much time each day do you typically spend on homework for all your classes?

80%

100%

1.5 hours-2 hours

2 hours-3 hours

More than 3 hours

60%

pond

ents

ns

1 hour-1.5 hours

1.5 hours 2 hours

40%

Perc

ent o

f Res

p

ent P

erce

ptio

n

30 minutes-1 hour

20%

emes

of S

tude

Less than30 minutes


0%III. T

he None

MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School Average NewTech School

Beneficiary PerceptionReport Time Preparing Outside of Class (2)

100%

How much time each day do you typically spend on homework for all your classes?

80%

100%

1.5 hours-2 hours

2 hours-3 hours

More than 3 hours

60%

ns pond

ents

1 hour-1.5 hours

40%

ent P

erce

ptio

n

Perc

ent o

f Res

p

30 minutes-1 hour

20%

emes

of S

tude

Less than30 minutes


0%III. T

he None



Below are selected student comments related to the theme of Rigor of Classes and Instruction. For a full list of comments, please see your Student Comments Table.comments, please see your Student Comments Table.

Selected Comments –Rigor of Classes and Instruction

“Since my classes are challenging, I am more engaged and am more dedicated in studying and seeking help; I have a better overall experience when I ‘m in classes that are challenging and interesting.”

ns

“We don ‘t actually choose our own electives. It would be cool that, when we have all the classes we need to get our credits, if there are extra classes we could take to fill in the periods, that WE get to choose from, so we are more comfortable and not just placed somewhere.”

“These challenging classes help me be prepared for what college is going to be like or at least a

ent P

erce

ptio

n These challenging classes help me be prepared for what college is going to be like or at least a taste of it and helps me strive to do my best.”

“I would love a study hall where we can work on projects, consult with teachers, study for tests, work on homework, and collaborate with peers. I think this would be a great thing at the beginning of the day”

emes

of S

tude beginning of the day

“Many times, I have wished for a time in the school day that we could dedicate to finishing assignments and getting focused and school matters. At school, I would be able to talk to teammates and wont have the distractions I get at home.”


III. T

he

Beneficiary PerceptionReport Rigor of Classes and Instruction – English

On the measure of whether students have to work hard in order to receive a good grade in their English class,

On the measure of whether students feel that the work they do in their English class makes them really think, MNTHS is

In order to receive a good grade, I have to work hard in my English class

The work that I do for my English class makes me really think

MNTHS is rated: Similar to the median school Higher than the median NewTech school

rated: Higher than the median school Higher than the median NewTech school

to work hard in my English class me really think5.05.0

NewTech Schools


Grade Level 5.05.0Strongly

agreeStrongly

agree

e e

Top of range

ns

1-5

Sca

le

1-5

Sca

lrange


75th percentile

Top of range

75th percentile

ent P

erce

ptio

n

4.0

4.0

4.0

4.0Somewhat agree

Somewhat agree

( )25th percentile

75 percentile

25th percentile

50th percentile(median)MNTHS ‘10-‘11

MNTHS ‘09-‘10

Median NewTech

emes

of S

tude

Bottom of range

Bottom of range

NewTech SchoolRange of NewTech SchoolsFreshmen

Sophomores

J iHS

Gra

de

Leve

l


III. T

he

3.03.0 3.03.0


Neither agree nor disagreeNote: Scale ends at 3.0 Note: Scale ends at 3.0

1=Strongly disagree; 2=Somewhat disagree 1=Strongly disagree; 2=Somewhat disagree

Juniors

SeniorsMN

TH L

Beneficiary PerceptionReport Rigor of Classes and Instruction – English

On the measure of whether English teachers understand the subject that they are teaching, MNTHS is rated:

On the measure of whether English teachers assign homework that helps increase students ‘ understanding of

My English teacher understands the bj t th t h h i t hi

My English teacher assigns homework that helps t b tt d t d th bj t

Similar to the median school Higher than the median NewTech school

the subject, MNTHS is rated: Similar to the median school Higher than the median NewTech school

Strongly agree

Strongly agree

subject that he or she is teaching me to better understand the subject5.0 5.0

5.0 5.0Grade Level Grade Level NewTech Schools NewTech SchoolsTop of

range

75th percentile Top of

ns

Somewhat agree

Somewhat agree

4.0

4.0

4.0

4.025th percentile


range

75th percentile

50th percentile

Seniors overlaps Juniors.

MNTHS ‘10-‘11 overlaps MNTHS ‘09-‘10.

Juniors overlaps Freshmen.MNTHS ‘09-‘10 overlaps Median NewTech School.

1-5

Sca

le

ent P

erce

ptio

n

Neither

1-5

Sca

leNeither


Seniors overlaps Sophomores.MNTHS ‘10-‘11

MNTHS ‘09-‘10

MedianBottom of range

emes

of S

tude



3.0

3.03.0 3.0

Bottom of range

Median NewTech SchoolRange of NewTech SchoolsFreshmen

Sophomores Gra

de

vel


III. T

he

1=Strongly disagree

Somewhat disagree

1=Strongly disagree


2.02.0 2.0Note: Scale ends at 2.0 Note: Scale ends at 2.0

Juniors

SeniorsMN

THS

Lev

Beneficiary PerceptionReport Time Spent Outside of Class – English (1)

The proportion of MNTHS students who spend more than one hour each day on homework for English class is: Similar to that of the average school

More than3 h

How much time each day do you typically spend on homework for your English class?

100%


2 hours-3 hours

3 hours

80%

100%

1 hour-1.5 hours

1.5 hours-2 hours

pond

ents

ns

60%

30 minutes-1 hour

Perc

ent o

f Res

p

ent P

erce

ptio

n

40%Less than

30 minutes

emes

of S

tude

20%

None

30 minutes


III. T

he

0%MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School

None

Average NewTech School

Beneficiary PerceptionReport Time Spent Outside of Class – English (2)

More than 100%

How much time each day do you typically spend on homework for your English class?

3 hours

80%

100%

1 hour-1.5 hours

1.5 hours-2 hours

2 hours-3 hours

60%

ns pond

ents

30 minutes-1 hour

40%

ent P

erce

ptio

n

Perc

ent o

f Res

p

Less than30 i t

20%

emes

of S

tude 30 minutes


0%III. T

he None


Beneficiary PerceptionReport Rigor of Classes and Instruction – Math

On the measure of whether students have to work hard in order to receive a good grade in their math class,

On the measure of whether students feel that the work they do in their math class makes them really think,



In order to receive a good grade, I have to work hard in my math class

The work that I do for my math class makes me really think

e

Strongly agree

e

Strongly agree

to work hard in my math class really think5.0 5.0

NewTech Schools


Grade Level

5.0 5.0

Top of range Top of

range

1-5

Sca

le

ns

1-5

Sca

l



50th percentileMNTHS ‘09-‘10 overlaps Median NewTech School.

ent P

erce

ptio

n

Somewhat agree

Somewhat agree

4.0

4.0

4.0

4.0

25th percentile

Bottom of range

25th percentile

(median)Seniors overlaps Sophomores.

MNTHS ‘10-‘11

MNTHS ‘09-‘10

Median

emes

of S

tude

Bottom of range

NewTech SchoolRange of NewTech SchoolsFreshmen

Sophomores

S G

rade

ev

el


III. T

he


Neither agree nor disagree3.0 3.03.0 3.0Note: Scale ends at 3.0 Note: Scale ends at 3.0

1=Strongly disagree; 2=Somewhat disagree 1=Strongly disagree; 2=Somewhat disagree

Juniors

SeniorsMN

THS

Le

Beneficiary PerceptionReport Rigor of Classes and Instruction – Math

On the measure of whether math teachers understand the subject that they are teaching, MNTHS is rated:

On the measure of whether math teachers assign homework that helps increase students ‘ understanding of

My math teacher understands the bj t th t h h i t hi

My math teacher assigns homework that helps t b tt d t d th bj t

Similar to the median school Similar to the median NewTech school

the subject, MNTHS is rated: Similar to the median school Similar to the median NewTech school

Strongly agree

Strongly agree

subject that he or she is teaching me to better understand the subject5.0 5.0

5.0 5.0NewTech Schools


Grade Level Top of range

Top of range

ns

Somewhat agree

Somewhat agree

4.0

4.0

4.0

4.025th percentile


75th percentilerange

75th percentile



1-5

Sca

le

ent P

erce

ptio

n

Neither

1-5

Sca

leNeither

Bottom of range

25th percentileMNTHS ‘10-‘11

MNTHS ‘09-‘10

Median NewTech S h l

Bottom of range

emes

of S

tude



3.0

3.03.0 3.0SchoolRange of NewTech SchoolsFreshmen

Sophomores

Juniors

NTH

S G

rade

Le

vel


III. T

he

1=Strongly disagree

Somewhat disagree

1=Strongly disagree

Somewhat disagree2.0 2.02.0 2.0

Note: Scale ends at 2.0 Note: Scale ends at 2.0

SeniorsMN

Beneficiary PerceptionReport Time Spent Outside of Class – Math (1)

The proportion of MNTHS students who spend more than one hour each day on homework for math class is: Similar to that of the average school

More than3 h

How much time each day do you typically spend on homework for your math class?

100%

g Similar to that of the average NewTech school

2 hours-3 hours

3 hours

80%

100%

1 hour-1.5 hours

1.5 hours-2 hours

pond

ents

ns

60% 30 minutes-1 hour

Perc

ent o

f Res

p

ent P

erce

ptio

n

40%

Less than

emes

of S

tude

20%

N

Less than30 minutes


III. T

he

0%MNTHS ‘10-‘11 MNTHS ‘09-‘10 Average School

None

Average NewTech School

Beneficiary PerceptionReport Time Spent Outside of Class – Math (2)

More than3 h

100%

How much time each day do you typically spend on homework for your math class?

2 hours-3 hours

3 hours

80%

100%

1 hour-1.5 hours

1.5 hours-2 hours

60%

ns pond

ents

30 minutes-1 hour

40%

ent P

erce

ptio

n

Perc

ent o

f Res

p

Less than30 minutes

20%

emes

of S

tude

None


0%III. T

he

None


Beneficiary PerceptionReport Working In Group Projects

Students at MNTHS have participated in hands-on group projects during this school year more frequently compared to students at the average New Tech school. p g

“During this school year, how often have you participated in hands-on group projects?”

100%

80%

5 = Very frequently

ns

Average Ratings

Freshmen 4 5

60%

spon

dent

s

ent P

erce

ptio

n Freshmen 4.5

Sophomores 4.3

Juniors 4.7

Seniors 4.4

40%

Per

cent

of R

es

4 = Frequently

emes

of S

tude

20%

2 = Rarely

3 = Sometimes

54 CONFIDENTIAL © The Center for Effective Philanthropy 2/10/2011Note: Comparative data from the full YouthTruth dataset is not available because this question was asked only of

students at New Tech Network.

III. T

he 0% 1 = NeverMNTHS Average of New Tech

SchoolsAverage Ratings 4.5 4.3

Beneficiary PerceptionReport Working On Interesting Projects

Students at MNTHS agree more strongly than students at the average New Tech school that most projects in their core-subject classes are interesting.j g

“Most projects I do in core-subject classes (math/science/English/social studies) are interesting.”

100%

80%

5 = Strongly agree

ns

60%

spon

dent

s

4 Average Ratings

Freshmen 4 2

ent P

erce

ptio

n

40%

Per

cent

of R

es

3

Freshmen 4.2

Sophomores 3.6

Juniors 4.0

Seniors 3.7

emes

of S

tude

20%

2

1 = Strongly di

3

55 CONFIDENTIAL © The Center for Effective Philanthropy 2/10/2011

III. T

he

Note: Comparative data from the full YouthTruth dataset is not available because this question was asked only of students at New Tech Network.

0% disagreeMNTHS Average of New Tech

SchoolsAverage Ratings 3.9 3.7


I. Introduction 2








IV. Assessment of School Support Services 57V Summary of Qualitative Feedback 62or

t Ser

vice

s




VIII Appendix 86

Scho

ol S

uppo

VIII. Appendix 86

sses

smen

t of


IV. A


Compared to the proportion at the median school, a larger proportion of MNTHS students report participating in advisory classes. However, students at MNTHS find advisory classes less helpful than do students at the median

Support Services – General (1)

4.44.5

4.44.5

140%

160% 5 Very helpful

high school. They also find access to the internet more helpful than do students at the median high schoolUse and Helpfulness of School Support Services1

MNTHS ‘10-‘11MNTHS ‘09-‘10Median SchoolMedian NewTech

4.0

4.24.1 4.1

4.0

3.6

4.24.1

4.2

4.04.1

3.93.8

3.9

4.1

3.94.0

3 4

3.9

4.3

4.04.1

3.9

3.6

120%

140%

4

ing

Somewhat helpful

Median NewTech School

87% 86%84%

88%83%

87%

75%

3.4

80%

100%

3

e H

elpf

ulne

ss R

ati

(Sym

bols

)

Neither helpful nor unhelpful

Parti

cipa

ting

in

e (B

ars)

ort S

ervi

ces

26%

45% 44%

31%

38%

47%

32%34%

32%30%

28%28% 28% 27%

40%

60%

2

Ave

rage

Somewhat unhelpful

cent

of S

tude

nts

PSu

ppor

t Ser

vice

Scho

ol S

uppo

26%22%

18%21%

24%21%22%

19%

0%

20%

1 Very unhelpful

Per

c

sses

smen

t of

Access to the Help choosing One-on-one After school After school Classes on Advisory


IV. A

Access to the internet

Help choosing classes to meet

graduation requirements

One on one tutoring with a

teacher or adult

After school tutoring program

After school make-up classes

Classes on how to study

Advisory classes

1: Students were specifically asked to rate how helpful these services have been for them on a scale from one to five. Ratings are not shown when fewer than five students responded to the question.

Beneficiary PerceptionReport Support Services – General (2)

4.54.64.6

160%

180% 5 Very helpfulFreshmen

Sophomores

Juniors

Use and Helpfulness of School Support Services1

3.7

4.3

3.6

4.1

3.7

4.1

4.3

4.0

4.2

3.7 3.7

4.3

3.8

4.3

4.0

4.2

3.8

4.34.4 4.4

4.0

4.2

3.8

120%

140%

160%

4 Somewhat helpful

g

Juniors

Seniors

85% 84%90% 90%

93%90%

82% 84%

3.2

3.4

80%

100%

120%

3

ort S

ervi

ces

Neither helpful nor unhelpful

Hel

pful

ness

Rat

ing

Sym

bols

)

icip

atin

g in

Ba

rs)

43%48%

56%50%

46%

39% 39%44% 44%

39%40%

60%

80%

2Scho

ol S

uppo

Somewhat unhelpful

Ave

rage

H (S

t of S

tude

nts

Par

tSu

ppor

t Ser

vice

(B

22%

33%28%

18%24%22%

30%

16%13%

18%

0%

20%

40%

1sses

smen

t of p

Very nhelpf l

Per

cen S


1

IV. A

unhelpfulAccess to the internet

Help choosing classes to meet

graduation requirements

One-on-one tutoring with a

teacher or adult

After school tutoring program

After school make-up classes

Classes on how to study

Advisory classes

1: Ratings are not shown when fewer than five students responded to the question.


Compared to the proportion at the median school, a larger proportion of MNTHS students report receiving college entrance exam preparation, while a smaller proportion report receiving counseling about future career

Support Services – Post-Graduation Goals (1)

140% 5 Very helpful

Use and Helpfulness of School Support Services1

g p p p p p g gpossibilities.

MNTHS ‘10-‘11MNTHS ‘09-‘10Median School

3.7

3.9 3.9 3.9 3.9

3.7

4.03.9

4.03.93.9

3.7 3.73.7

4.0 4.04.1

4.0

100%

120%

4 Somewhat helpful

Median SchoolMedian NewTech School

3.5 3.5

80%

3

elpf

ulne

ss R

atin

g ym

bols

)

cipa

ting

in

ars)

Neither helpful nor unhelpfulor

t Ser

vice

s

58%

33%36%

34%

53%

48%

42%

36%34%

45%

32% 32%

40%

60%

2

Ave

rage

He

(Sy

of S

tude

nts

Par

ticup

port

Serv

ice

(Ba unhelpful

Somewhat h l f l

Scho

ol S

uppo

26%23%

19% 20%

13%

23%

28%

18%

0%

20%

1

Perc

ent Su unhelpful

Verysses

smen

t of


0% 1Very

unhelpful

IV. A College entrance

exam preparationCounseling about future

career possibilitiesCounseling about

admissions requirementsCounseling about how

to apply to college2Counseling on how to pay for college

1: Students were specifically asked to rate how helpful these services have been for them on a scale from one to five. Ratings are not shown when fewer than five students responded to the question.

Beneficiary PerceptionReport Support Services – Post-Graduation Goals (2)

180% 5 Very helpful

Use and Helpfulness of School Support Services1Freshmen

Sophomores

Juniors

Seniors

3.9

4.1 4.1 4.1 4.1

3.9

4.2

4.44.5

4.34.3 4.3

3.8

4.3

4.5

140%

160%

4 Somewhat helpful

87%84%

3.3

3.53.4

2.92 8

100%

120%

3ort S

ervi

ces

Neither helpful nor pf

ulne

ss R

atin

g m

bols

)

atin

g in

s)

77%

67%

49%

71%

84%

58%

2.8

60%

80%

Scho

ol S

uppo

punhelpful

Somewhat

Ave

rage

Hel

p(S

ym

Stud

ents

Par

ticip

port

Ser

vice

(Bar

s

12%

26%22%

18%13%

25% 26%

17%13%

34% 33%

27% 26%

20%

40%2

sses

smen

t of Somewhat

unhelpful

Perc

ent o

f S

upp


0% 1

IV. A Very

unhelpfulCollege entrance exam preparation

Counseling about future career possibilities

Counseling about admissions requirements

Counseling about how to apply to college

Counseling on how to pay for college

1: Ratings are not shown when fewer than five students responded to the question.


I. Introduction 2









V Summary of Qualitative Feedback 62ack

V. Summary of Qualitative Feedback 62VI. Review of Findings and Areas for Discussion 67


VIII Appendix 86litat

ive

Feed

ba

VIII. Appendix 86

mm

ary

of Q

ual


V. S

um

Beneficiary PerceptionReport Summary of Qualitative Feedback – Strengths

Students provided qualitative feedback, detailing the most important thing their school provides to help them do their best in class. Comments were categorized by students; specific themes based on responses from 298 students are shown below. Distributions f h f MNTHS th h l d th N T h h l

“What is the most important thing that your school provides to help you do your best in class?” 1

Most Frequently Mentioned % Student Comments % Student Comments at % Student Comments at

of responses are shown for MNTHS, the average school, and the average NewTech school.

Most Frequently Mentioned Strengths

% Student Comments at MNTHS

% Student Comments at the Average School2 the Average NewTech

School

Positive Culture/Extracurriculars 20% 11% 16%

Smaller Classes/Personalized

ack

Smaller Classes/Personalized Extra Help 16% 15% 14%

Prepare Me for my Academic Future 12% 10% 10%

Good Teachers 7% 7% 6%

Interesting/Relevant 7% 6% 7%

litat

ive

Feed

ba

gInstruction 7% 6% 7%

Learning Supports 6% 5% 4%

Course Selection 6% 8% 6%Supportive

Teachers/Administrators 4% 9% 8%

mm

ary

of Q

ual

Use of Class Time 3% 5% 5%

High Expectations 3% 8% 7%

Effective Classroom Management and Discipline 3% 3% 3%

Other 4% 3% 4%


V. S

um Not sure/Nothing/Not helpful 8% 12% 9%

1: Proportions may not sum to 100 percent due to rounding.2: Due to changes in the survey instrument, this chart only includes comparative data for the 54 schools that

participated in the November 2010 round.

Beneficiary PerceptionReport One Way This School Helps Me Do My Best…

Students at MNTHS were asked to describe the most important thing that MNTHS provides to help them do their best in class. The chart below shows the five categories that are most frequently mentioned as a strength of MNTHS.

Most Frequently Mentioned Strengths

MNTHS Comments Included in this Topic% Student Comments at MNTHS

% Student Comments

at the Average School1

g q y g

g School1

Positive Culture/

Extracurriculars

“New Tech culture helps me in the class room because of how I can work with others and show my best without worry. Our culture helps me focus more on what ‘s inside the classroom compared to factors including fear for my physical being.” “The culture here lets me be free of most rules. People wont bother you or pick fights with you. Everyone is here for the same thing and that ‘s to get an education.” “Because you don ‘t have to worry about things like your safety and safety of your belongings, it relieves you of some stresses you would have at other schools ” “If we wanna give up the teachers and students

20% 11%you of some stresses you would have at other schools. If we wanna give up the teachers and students wont let us because of our culture. If it was negative we would not try in school and fail.”

Smaller Classes/

Personalized Extra Help

“Here at New Tech, I feel like the teachers are actually knowledgeable about what they teach me, and they care about me getting my work done on time and correctly. They encourage me to ask a lot of questions to really understand what I ‘m learning.” “When I don ‘t get all my work done I can stay after school and the teachers put up with everyone during and after school so its a real big help.” “When I ‘m struggling in a class, all it takes is a short workshop with my teacher to help me back on task. One on

16% 15%

ack

Extra Help one tutoring is available often.”

Prepare Me for my Academic

Future

“In all of the schools that I have attended I have always never really had much of a challenge…. This school is different. It provides me with a challenge. I really can learn new things in this environment. It gives me a taste of what a higher education will be like.” “Having classes that are challenging helps you focus on your career and when you get to do the career your used to the amount of knowledge it takes to follow your dream.” “Receiving the challenge of higher level learning at an earlier age helps prepare you for the work load and intensity of college ”

12% 10%

litat

ive

Feed

ba

you for the work load and intensity of college.

Good Teachers

“I think that one of the things that help me learn in this school is the way that teachers help out and push you to do the work.” “[Our teachers] make sure we understand the content they are teaching. They are willing to take time out of their days to make sure you understand it to the fullest extent.” “They teach me what I need to learn in a correct manner and aren ‘t wrong about what they are teaching me. Which greatly helps me when I ‘m learning”

7% 7%

“Having interesting classes helps me because it keeps me interested in what we ‘re learning and it alsomm

ary

of Q

ual


Interesting/Relevant

Instruction

Having interesting classes helps me because it keeps me interested in what we re learning and it also helps with things that I ACTUALLY need to know outside of school.” “By being interested in the classes it allows me to be more focused and into the work providing a better product.” “When the subject is interesting, I, personally, get more into the project. Usually I also end up remembering the things we learned.”

7% 6%V. S

um

1: Due to changes in the survey instrument, this chart only includes comparative data for the 54 schools thatparticipated in the November 2010 round.

Beneficiary PerceptionReport Summary of Qualitative Feedback – Weaknesses

Students provided qualitative feedback, detailing the most important thing their school could change to help them do their best in class. Comments were categorized by students; specific themes based on responses from 298 students are shown below. Di t ib ti f h f MNTHS th h l d th N T h h lDistributions of responses are shown for MNTHS, the average school, and the average NewTech school.

Most Frequently Mentioned W k

% Student Comments at % Student Comments

t th A S h l2% Student Comments

at the Average

“What is the most important thing that your school could change to help you do your best in class?” 1

Weaknesses CMNTHS at the Average School2 g

NewTech School

More Course Selection 16% 9% 9%

Student Attitudes 12% 14% 16%

More Time to Do Work 10% 6% 7%

More Personalized Attention 10% 7% 7%Extracurriculars and Involvement

With Other Schools 9% 7% 7%

Better Teachers 8% 12% 12%

Varied Instruction/Relevant Work 8% 7% 7%ack

Varied Instruction/Relevant Work 8% 7% 7%

More Learning Supports 4% 3% 2%

Prepare Me for My Future 4% 4% 4%

Attitude Towards Students 3% 6% 5%Higher Expectations/Keep Me On 3% 5% 4%lit

ativ

e Fe

edba

g p pTrack 3% 5% 4%

Better Policies 2% 6% 5%

Facilities and Resources 2% 3% 2%

Other 1% 3% 3%

mm

ary

of Q

ual


Not sure/Nothing/No change 10% 9% 10%

V. S

um

1: Proportions may not sum to 100 percent due to rounding.2: Due to changes in the survey instrument, this chart only includes comparative data for the 54 schools that

participated in the November 2010 round.

Beneficiary PerceptionReport One Thing This School Could Do Better…

Students at MNTHS were asked to describe the most important thing that MNTHS could change to help them do their best in class. The chart below shows the four categories that are most frequently mentioned as a weakness of MNTHS.

Most Frequently Mentioned

Weaknesses

MNTHS Comments Included in this Topic% Student Comments at MNTHS

% Student Comments

at the Average

1

g q y

Weaknesses School1

More Course Selection

“We only have certain number of electives, and being a senior I have run out of classes to take. I do not think that is a good quality of a high school trying to prepare you for the outside world.” “I would like to have more varieties of electives because we don ‘t have many electives at Manor New Tech. I would like to expand my culture and social skills by having more choice of different electives.” “Having more options would probably help us to know what we like and don ‘t like to take in consideration when we 16% 9%Selection decide what we want to do with our future.” “It ‘s just annoying to have such limited opportunities.” “The 'electives ‘ aren ‘t really elective. The school forces us to have engineering, architecture, digital literacy…. I think they should give us more options like home economics or art. Things that we might actually want to take.”

Student

“I believe that the only real issue are school sometimes faces is student behavior.” “Many students don ‘t want to be here as much as some other students and are just wasting their time and distracting others.” “There ‘s alot of students that act like they don ‘t care and they are very disruptive so it distracts me andac

k

Student Attitudes

There s alot of students that act like they don t care and they are very disruptive, so it distracts me and I don ‘t get to learn/hear what I need to know.” “Less distractions will result in more learning time.” “I think if we would have fewer students that distract others around them, then other students and I would have a better environment to learn.” “Improving the attitudes of some of my fellows would help me by giving me more motivated people to work with.”

12% 14%

“Some students don ‘t have computers at home or just don ‘t have what they need in order to do their assigned work and some students can ‘t come in before or after school so they don ‘t have time outside lit

ativ

e Fe

edba

More Time to Do Work

of school to finish their work. If we had a study hall class period during school it would allow some students to be able to do their assigned work during school.” “We need a study hall so we can finish our work outside classroom and we can help other people in that study hall.” “Having a small time period during the day would give me time to catch up on things I am behind in or to get extra help in any subject that I may need it. I honestly think that it would help improve my grades a little”

10% 6%

More“It would give me more of a chance to understand the topic I learn better when things are explained to me one on one and when I get to ask questions with the teacher just talking to me ” “Here at our schoolm

mar

y of

Qua

l


More Personalized

Attention

me one on one and when I get to ask questions with the teacher just talking to me. Here at our school teachers do help us with our work but for the most part it ‘s independent work. If teachers can help a little more than I believe it will create a better learning environment and not leave anyone behind.” “A lot of times students who are struggling get frustrated. If the teacher would offer to explain it until the student gets it, the student will be more likely to learn.”

10% 7%

V. S

um

1: Due to changes in the survey instrument, this chart only includes comparative data for the 54 schools thatparticipated in the November 2010 round.


I. Introduction 2






d) Life Outside of High School 35on d) Life Outside of High School 35



V Summary of Qualitative Feedback 62 for D

iscu

ssio


VI. Review of Findings and Areas for Discussion 67VII. Student Demographics and School Resources 74

VIII Appendix 86ngs

and

Are

as

VIII. Appendix 86

view

of F

indi

n


VI. R

ev

Beneficiary PerceptionReport Review of Findings (1)

Chart shows the percentile rank of MNTHS ( ), MNTHS in ‘09-‘10 ( ), and the median school in NewTech ( ) compared to all schools on selected measures.

Key MeasuresPercentile Rank

Description of Key Measures

Describes the degree to which students agree that they

50th 75th 100th0th 25th

( ) p

Options After GraduationDescribes the degree to which students agree that they will have more options after graduation because of what their school has done for them

Quality of Education Describes the degree to which students believe they are receiving a high-quality education

on

Relationships with Teachers Summary

Measure

Topic: Quality of teachers support – academic and personal; Teacher personal attention; Perceptions of teachers ‘ efforts to push students and provide them with necessary structures for advancing

for D

iscu

ssio


Topic: School-wide culture that fosters respect and fairness


Topic: Communication with an adult in school about one ‘s academic future; Future orientation of the school

ngs

and

Are

as

Discussion Outside of School Summary Measure

Topic: Communication about students ‘ future with an adult outside of school; External adult support and involvement

Rigorous Instructionview

of F

indi

n


Rigorous Instruction Summary Measure Topic: Rigor of classroom work and instruction

VI. R

ev

Beneficiary PerceptionReport Review of Findings (2)

Chart shows the percentile rank of MNTHS ‘s Freshmen ( ), Sophomores ( ), Juniors ( ), and Seniors ( ) among all schools in the comparative set.

Key MeasuresPercentile Rank

Description of Key Measures

D ib th d t hi h t d t th t th

50th 75th 100th0th 25th

Juniors ( ), and Seniors ( ) among all schools in the comparative set.

Options After GraduationDescribes the degree to which students agree that they will have more options after graduation because of what their school has done for them

Quality of Education Describes the degree to which students believe they are receiving a high-quality education

on


Relationships with Teachers Summary

Measure

Topic: Quality of teachers support – academic and personal; Teacher personal attention; Perceptions of teachers ‘ efforts to push students and provide them with necessary structures for advancing

for D

iscu

ssio


Topic: School-wide culture that fosters respect and fairness


Topic: Communication with an adult in school about one ‘s academic future; Future orientation of the school

ngs

and

Are

as

Summary Measure ;

Discussion Outside of School Summary Measure

Topic: Communication about students ‘ future with an adult outside of school; External adult support and involvement

view

of F

indi

n


Rigorous Instruction Summary Measure Topic: Rigor of classroom work and instruction

VI. R

ev

Beneficiary PerceptionReport Areas for Discussion (1)

In the following section, CEP summarizes particular areas in which your school had distinctive results – either positively or negatively – compared to other participating schools. We encourage you to use this section to help p y g y p p p g g y punderstand the pattern of results across students within your school. We end each issue area with some discussion questions for you to consider.

Positive Relationships with Teachers

Overall, MNTHS students rate their relationships with teachers in school more positively than the typical school that has participated in YouthTruth, and higher than MNTHS ‘09-‘10 students. Compared to students at the typical school, students at MNTHS indicate that more of their teachers try to be fair, make connections between what they are learning in class to life outside of the classroom, and make an effort to understand what their life is like outside of school.

In their comments, students frequently describe supportive teachers that want to see students succeed. One student says, “If I on do not understand the work in class, the teachers would stay after or come before school to help make sure that students are all caught up on the work,” and another states, “No matter what question I have, teachers will answer anything. Even when I need help with my homework, I can email them and they will respond.” MNTHS students also more strongly agree than typical that there is at least one teacher who would write them a recommendation for a job, program, scholarship, or college, and that their teachers ‘ expectations make them want to do their best. fo

r Dis

cuss

io

What may have changed since last year that has led to more positive student perceptions of their relationships with teachers, particularly teachers ‘ effort to understand students ‘ lives outside of school?

ngs

and

Are

asvi

ew o

f Fin

din


VI. R

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St d t t MNTHS h iti ti f th i h l lt th d t d t t th t i l h l d ibi itStudents at MNTHS have more positive perceptions of their school culture than do students at the typical school, describing it as “fun,” “safe,” and “diverse.” MNTHS students agree more strongly than typical – and more strongly than ‘09-‘10 MNTHS students – that there is respect between adults and students and that their classmates care about succeeding academically. They also more strongly agree that they enjoy coming to school than is typical.

When asked to indicate the most important thing that their school provides to help them do their best in class, students mostfrequently mention the positive culture at MNTHS. One student comments, “Having positive culture actually makes you want to come to school and try your best. It motivates you to go above and beyond without worrying about being made fun of. Everyone is always nice and cares about their work, and it ‘s great to be surrounded by people in an environment that you can trust and feel safe in.”

While students agree more strongly than typical that discipline at MNTHS is fair, students continue mention “disrespectful” on students that have a “negative attitude, distracting other students from their work.” However, MNTHS students more strongly agree than students at the typical NewTech Network school that nearly all students and staff obey and enforce the rules, and that there is a process any student can use to raise concerns and help change the rules and policies at school. Additionally,perceptions of discipline differ by grade level at MNTHS. Compared to freshmen and juniors, sophomores and seniors less strongly agree that discipline at MNTHS is fair. fo

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Given the overall positive culture that MNTHS fosters, how can the school address student concerns about selected students ‘ disruptive attitudes and behaviors to ensure consistency in student perceptions of discipline?

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Preparation for the Future

C d t t d t t th t i l h l MNTHS t d t b li th t th ill h ti ft d ti bCompared to students at the typical school, MNTHS students believe that they will have more options after graduation because of what their school has done for them. A larger than typical proportion of MNTHS students expects to go to a 4-year college, and students also more strongly agree than typical that their school has helped them develop the skills and knowledge they will need for college, as well as understand the steps needed in order to apply to college. In the words of one student, “Being able to attend MNTHS is a huge privilege, and will without a doubt benefit me when it comes time to applying for colleges, studying in college and help me with real world situations ”in college, and help me with real world situations.

MNTHS students report a typical frequency of conversations with an adult at school about what to do after graduating and about what classes they need to graduate, although they report more frequently engaging in these conversations compared to MNTHS ‘09-‘10 students. In addition, students speak more frequently than is typical with adults outside of school about how they are doing in their classes and about ways to pay for college – both increases since MNTHS ‘09-‘10 results.

on Seniors at MNTHS more frequently speak with adults at school about their future compared to students of other grade levels –a finding consistent with other schools that have participated in YouthTruth. However, seniors less strongly agree than otherstudents at MNTHS that they will have increased options after graduation. One senior comments, “I will have more opinions of this school after I get into college and can accurately gauge how well this school prepared me for life after high school.” Another states that “any high school could have got me into the program I am in. 99.9 percent of the workforce went to regular school…. It is ignorant to think I will do better than all of them because of New Tech ” fo

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It is ignorant to think I will do better than all of them because of New Tech.”

Are there ways in which teachers or other adults at MNTHS can more regularly communicate with students across all grade levels about their future goals?

What might be driving seniors ‘ perceptions about their options after graduation?ngs

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Rigor of Classes and Instruction

MNTHS t d t t th i f th i l d i t ti hi h th d t d t f th t i l h l S ifi llMNTHS students rate the rigor of their classes and instruction higher than do students of the typical school. Specifically, MNTHS students more strongly agree that the work they do in class makes them think, that teachers understand the subjects they are teaching, and that teachers assign homework that helps students to better understand the subject than is typical. However, sophomores rate lower than other students regarding rigor of their classes and instruction, while freshmen and juniors rate higher overall.

Students most frequently mention – and more frequently than typical – better course selection at MNTHS as a way in which the school could change to help students do their best in class. Students express wanting to have more elective options; One student says, “Having more options would probably help us to know what we like and don ‘t like to take in consideration when we decide what we want to do with our future,” and with more electives “I feel we would have even more fun at school because there would be more variety instead of every student basically taking the same classes.”

on Although students spend at typical amount of time on homework outside of class, a larger than typical proportion of students requests more time to do work in school, such as having “a study hall so [students] could work on projects that…really need to get done.”

Are there ways in which MNTHS can address students ‘ requests for increased course selection, given the unique mission and learning focus of the school? fo

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mission and learning focus of the school?

Given the rigor already broadly perceived by its students, can MNTHS institute additional time for students to complete their work?

How can MNTHS work to create more consistency in student perceptions of the school ‘s academic rigor?

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I. Introduction 2






d) Life Outside of High School 35rces

d) Life Outside of High School 35



V Summary of Qualitative Feedback 62choo

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VII. Student Demographics and School Resources 74VIII Appendix 86ra

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VIII. Appendix 86

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Beneficiary PerceptionReport Student Demographics and School Resources

This section is intended to provide context to participating schools in interpreting their lt S h l ti i ti i Y thT th h diff t t d t l ti d tresults. Schools participating in YouthTruth have different student populations and operate

under different structures and with particular educational approaches and resources – so, as with all of the information contained in this report, each school should interpret its results in light of its distinctive goals, philosophy, and objectives.

Student Demographics

The following section highlights the demographic profile of students surveyed acrossrces

The following section highlights the demographic profile of students surveyed across participating schools.

– The information in this section is based on self-reported data from students.

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Beneficiary PerceptionReport Race of Respondents

Race/Ethnicity of Survey Respondents

American Indian/

Asian or Pacific Islander

100%

Race/Ethnicity of Survey Respondents

Other

Alaska Native

80%

rces

ts

Caucasian/White

Multi-racial

60%

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our

ent o

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pond

ent

African American/

Black

White

20%

40%

raph

ics

and

S

Per

ce

Hispanic/

Black

0%

20%

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Latino


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Note: This data was self-reported by students; 11 students selected 'Prefer not to say ‘ when asked this question.


Beneficiary PerceptionReport Gender of Respondents

Prefer not to say

100%

Gender of Survey Respondents

rces

ts

80%

Female

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ent o

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pond

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60%

raph

ics

and

S

Per

ce

20%

40%

Male

uden

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0%

20%


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Note: This data was self-reported by students.


Beneficiary PerceptionReport Grade Level of Respondents

100%

Grade Level of Survey Respondents

12th grade

rces

ts

80%

11th grade

12 grade

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60%

11 grade

raph

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and

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Per

ce

20%

40% 10th grade

uden

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0%

20%

9th grade


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Note: This data was self-reported by students. Two MNTHS students did not identify as 9th, 10th, 11th, or 12th graders.


Beneficiary PerceptionReport Academic Grades of Respondents (1)

Mostly Ds

Academic Grades of Survey Respondents

100%Don ‘t Know Mostly Ds

and Below

80%

rces

Mostly Cs and Ds

60%

Res

pond

ents

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Mostly Bs and Cs

40%

Perc

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Mostly As and Bs


0%

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Note: This data was self-reported by students in response to the question, “What have most of your high school grades been?”


Beneficiary PerceptionReport Academic Grades of Respondents (2)

Academic Grades of Survey Respondents

100%Don ‘t Know

Mostly Ds and Below

80%

rces

Mostly Cs and Ds

60%

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Res

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Mostly Bs and Cs

40%

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20%

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Mostly As and Bs


0%

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Note: This data was self-reported by students in response to the question, “What have most of your high school grades been?”


Beneficiary PerceptionReport Types of Classes Taken by Respondents (1)


Types of Classes Taken by Survey Respondents80%

rces

MNTHS ‘10-‘11MNTHS ‘09-‘10Median SchoolMedian NewTech School

57%

64%

56%60%

fRes

pond

ents

choo

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40%

Perc

ent o

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and

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29% 28%

21%

31%

26%

40%

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6%

17%

7%

4%

7%5%

2%

10%

6% 6%

2%

15%

2%2%

20%


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General/Regular Honors/Courses for college credit (including AP/IB)

ESL/ELL/Bilingual Career/Vocational Special education Don ‘t know

1%2% 2%%2%

0%

Note: This data was self-reported by students; students were offered the above options and were asked to check all that apply.

Beneficiary PerceptionReport Types of Classes Taken by Respondents (2)


Types of Classes Taken by Survey Respondents

80%

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Types of Classes Taken by Survey Respondents

Freshmen

66%

59%

54%

57%60%

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Juniors

Seniors43%

54%

48%

40%

raph

ics

and

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23%

18%20%

uden

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ogr

9% 10%

16%

3%1% 1%

18%

7%

3%1%

10%

2% 2%

5%

11%

2%2%

20%


General/Regular Honors/Courses for college credit

(including AP/IB)

ESL/ELL/Bilingual Career/Vocational Special education Don ‘t know

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Note: This data was self-reported by students; students were offered the above options and were asked to check all that apply.

Beneficiary PerceptionReport School Resources

School Resources

The school resources section provides additional context about how schools participating in YouthTruth differ operationally across key parameters. It contains charts based on data supplied by leadership at participating schools where possible.

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Beneficiary PerceptionReport Student Populations Served

Compared to the median school, MNTHS has a similar proportion of students who are eligible for FRPL, a larger proportion of students assigned to ELL classes, and a smaller proportion of students taking SPED classes.

100%

Student Populations Served

proportion of students assigned to ELL classes, and a smaller proportion of students taking SPED classes.

80%

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62%58%

49%

60%

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MNTHS ‘10-‘11Median SchoolMedian NewTech School

40%

Perc

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6% 4%3%

9%

2%7%

0%

20%

FRPL1 ELL2 SPED3uden

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FRPL1 ELL2 SPED3

1: FRPL describes students who are eligible for free or reduced price lunch.2: ELL refers to students who are assigned to English as a Second Language/ English Language Learner classes. 3: SPED refers to students assigned to special education classes.

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Note: This data was provided by school leadership.

Beneficiary PerceptionReport School Staffing

The number of students per full-time teacher at MNTHS is:

L h h di h l

The number of students per counselor at MNTHS is: Higher than the median school

Student to Teacher Ratio Student to Counselor Ratio40 1000

Lower than the median school Lower than the median NewTech school

Higher than the median NewTech school

40 1000Top of Top of

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30

35

800

900

30

35

800

900MNTHS

Median NewTech SchoolR f

Top of range range

ts P

er T

each

er

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Per

Cou

nsel

or

25

30

600

700

25

30

600

700Range of NewTech Schools

75th percentile

Num

ber o

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dent

raph

ics

and

S

mbe

r of S

tude

nts

15

20

300

400

500

15

20

300

400

500

25th percentile


75th percentile50th percentileN

uden

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Num

5

10

100

200

5

10

100

200

Bottom of range

50 percentile(median)

25th percentile

Bottom of


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Note: This data was provided by school leadership. The student to teacher ratio is based on the number of full-time-equivalent teachers and the student to counselor ratio is based on the number of counselors (guidance and/or college) at each school.

0 00 0Bottom of range


I. Introduction 2









V Summary of Qualitative Feedback 62V. Summary of Qualitative Feedback 62



VIII Appendix 86VIII. Appendix 86

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Beneficiary PerceptionReport Profiles of Participating Districts/Networks

District/Network Location Types of Schools Date Most Recently Surveyed

Number of Participating

Number of Participating Surveyed Schools Students

Anonymous Charter School Network Arizona Charter November 2010 14 4,103

Anonymous Charter School Network Michigan Charter November 2009 1 476

ASPIRE Charter Schools California Charter November 2010 3 414

Atlanta Public Schools Georgia Traditional February 2010 10 3,578

College Success Foundation Washington Traditional November 2010 2 430

Denver Public Schools Colorado Charter, STEM February 2010 1 345

District of ColumbiaPublic Schools

Washington, D.C. Traditional February 2009 1 891

Maya Angelou Public Charter Schools

Washington, D C Charter February 2009 1 94Charter Schools D.C. y

Miami-Dade CountyPublic Schools Florida Traditional November 2010 13 19,715

NewTech Network National Charter, STEM, redesign November 2010 18 4,135

North Carolina New North Carolina STEM, early/middle February 2010 39 5 715

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Schools Project North Carolina college, redesign February 2010 39 5,715

Ohio STEM Learning Network Ohio STEM November 2010 5 1,335

Phoenix Union HighSchool District Arizona Traditional, alternative November 2010 7 4,113


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Seattle Public Schools Washington Traditional February 2009 1 587

Texas High SchoolProject Texas STEM, redesign February 2010 3 656

Beneficiary PerceptionReport About the Center for Effective Philanthropy (CEP)

MissionTo provide data and create insight so philanthropic funders can better p g p pdefine, assess, and improve their effectiveness – and, as a result, their

intended impact.

VisionWe seek a world in which pressing social needs are more effectively

addressed. We believe improved performance of philanthropic funders can have a profoundly positive impact on nonprofit organizations and the people

and communities they serve.

Although our work is about measuring results, providing useful data, and improving performance, our ultimate goal is improving lives. We believe this

can only be achieved through a powerful combination of dispassionate analysis and passionate commitment to creating a better society.

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Beneficiary PerceptionReport Contact the Center for Effective Philanthropy

This report was produced for Manor New Technology High School in February This report was produced for Manor New Technology High School in February 2011 by the Center for Effective Philanthropy. Please contact CEP with any questions about this report.

Contacts:

- Valerie Threlfall, Director, YouthTruth

415-391-3070 x136

[email protected]

- Sindhu Knotz, Manager, g

415-391-3070 x129

[email protected]

- Zach Kahn, Research Analyst

617-492-0800 x223

zachk@effectivephilanthropy orgppen

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[email protected]

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