GALLUP STUDENT POLL€¦ · In the 2009–2010 school year, school participation in the Gallup...
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MEMORANDUM September 7, 2011 TO: School Board Members FROM: Terry B. Grier, Ed.D. Superintendent of Schools SUBJECT: GALLUP STUDENT POLL CONTACT: Carla Stevens, 713-556-6700 The development and administration of the Gallup Student Poll represents a collaborative effort between America’s Promise Alliance, Gallup, Inc., and local government and community entities to measure the pulse of today’s youth. The poll is designed to help decision makers, parents, and community-oriented citizens better understand how youth are experiencing, evaluating, and navigating their lives. The poll was administered to students enrolled in grades 5 through 12 in the 2009–2010 and 2010–2011 school years. Students were asked a core battery of twenty questions that measured their levels of hope (ideas and energy for the future), engagement (involvement in and enthusiasm for school), and wellbeing (how students think about and experience their lives) (Appendix A, p. 6). Gallup provided specific definitions for hope, engagement, and wellbeing (Appendix B, p. 14). In the 2009–2010 school year, school participation in the Gallup Student Poll was mandatory. However, in the 2010–2011 school year, school participation in the Gallup Student Poll was voluntary, and the participation rate in the district was very low. Of the 299 district campuses, only 62 participated in the poll. Of these, 46 were 5 th grade campuses (74.2 percent of the polled campuses); 15 were campuses with 6 th –8 th grade students (24.2 percent of the polled campuses); and eight were campuses with 9 th –12 th grade students (12.9 percent of the polled campuses), none of which were comprehensive high schools (Figure 1). Participating campuses are listed in Appendix C. In addition, the distribution of survey responses for the 2010–2011 school year was skewed towards fifth-grade students, who, according to Gallup, Inc., tend to have higher levels of engagement than students in later grades. Given the low school participation rates for 2010– 2011, and the unbalanced population of poll participants, caution must be exercised when examining the district averages and comparing them with state and national poll results. However, reported results may prove useful to participating schools for understanding the hope, engagement, and wellbeing of their particular student populations. All survey results were calculated and disseminated by Gallup, Inc. Margins of error were not reported. America’s Promise Alliance identifies Five Promises to kids that change lives: caring adults, safe places, a healthy start, an effective education, and opportunities to help others. In the 2009–2010 school year, 63 percent of responding HISD students reported four of five of the promises being met. In the 2010–2011 school year, 66 percent of responding students reported four of five of the promises being met.
Transcript of GALLUP STUDENT POLL€¦ · In the 2009–2010 school year, school participation in the Gallup...
MEMORANDUM September 7, 2011 TO: School Board Members FROM: Terry B. Grier, Ed.D. Superintendent of Schools SUBJECT: GALLUP STUDENT POLL CONTACT: Carla Stevens, 713-556-6700 The development and administration of the Gallup Student Poll represents a collaborative effort between America’s Promise Alliance, Gallup, Inc., and local government and community entities to measure the pulse of today’s youth. The poll is designed to help decision makers, parents, and community-oriented citizens better understand how youth are experiencing, evaluating, and navigating their lives. The poll was administered to students enrolled in grades 5 through 12 in the 2009–2010 and 2010–2011 school years. Students were asked a core battery of twenty questions that measured their levels of hope (ideas and energy for the future), engagement (involvement in and enthusiasm for school), and wellbeing (how students think about and experience their lives) (Appendix A, p. 6). Gallup provided specific definitions for hope, engagement, and wellbeing (Appendix B, p. 14). In the 2009–2010 school year, school participation in the Gallup Student Poll was mandatory. However, in the 2010–2011 school year, school participation in the Gallup Student Poll was voluntary, and the participation rate in the district was very low. Of the 299 district campuses, only 62 participated in the poll. Of these, 46 were 5th grade campuses (74.2 percent of the polled campuses); 15 were campuses with 6th–8th grade students (24.2 percent of the polled campuses); and eight were campuses with 9th–12th grade students (12.9 percent of the polled campuses), none of which were comprehensive high schools (Figure 1). Participating campuses are listed in Appendix C. In addition, the distribution of survey responses for the 2010–2011 school year was skewed towards fifth-grade students, who, according to Gallup, Inc., tend to have higher levels of engagement than students in later grades. Given the low school participation rates for 2010–2011, and the unbalanced population of poll participants, caution must be exercised when examining the district averages and comparing them with state and national poll results. However, reported results may prove useful to participating schools for understanding the hope, engagement, and wellbeing of their particular student populations. All survey results were calculated and disseminated by Gallup, Inc. Margins of error were not reported. America’s Promise Alliance identifies Five Promises to kids that change lives: caring adults, safe places, a healthy start, an effective education, and opportunities to help others. In the 2009–2010 school year, 63 percent of responding HISD students reported four of five of the promises being met. In the 2010–2011 school year, 66 percent of responding students reported four of five of the promises being met.
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Figure 1. Number of campuses participating in the Gallup Student Poll, 2009–2010 and 2010–2011.
Overall, the trends of students in HISD followed the state and national trends in 2009–2010 and 2010–2011. For both years, the percentage of HISD students feeling hopeful was slightly lower than the state and the nation. A lower percentage of students in HISD and the state felt engaged compared to the nation in 2009–2010, whereas a higher percentage of students in HISD and the nation felt engaged compared to the state in 2010–2011. Both HISD and the state had lower percentages of students who reported they were thriving as compared to the nation in both survey years. In the 2009–2010 school year, 54,172 HISD students responded to the questions assessing hope (Appendix D, p. 22). Of them, 47 percent reported possessing numerous ideas and abundant energy for the future (feel hopeful), 32 percent reported generating little momentum toward the future (feel stuck), and 21 percent reported lacking ideas and energy for the future (feel discouraged). These numbers were comparable to students across the state of Texas (48 percent hopeful, 33 percent stuck, and 19 percent discouraged) and slightly more negative than national averages (50 percent hopeful, 33 percent stuck, and 17 percent discouraged) (Figure 2). In the 2010–2011 school year, nearly 9,000 HISD students responded to the questions assessing hope (Appendix B, p. 9). Of them, 49 percent reported possessing numerous ideas and abundance energy for the future (feel hopeful), 30 percent reported generating little momentum toward the future (feel stuck), and 21 percent reported lacking ideas and energy for the future (feel discouraged). These numbers were comparable to students across the state of Texas (48 percent hopeful, 33 percent stuck, and 19 percent discouraged) and slightly more negative than national averages (53 percent hopeful, 31 percent stuck, and 16 percent discouraged). While the majority of students at all grade levels expressed positive feelings about the future, students in grades 5–11 reported that they lacked problem-solving skills. This suggests that students need assistance creating strategies to succeed in order to benefit from their high aspirations and morale.
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puse
s
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Figure 2. Students’ assessments of hope, 2009–2010 and 2010–2011.
A larger percentage of HISD students expressed engagement than the percentage that expressed hope in the 2009–2010 school year (Appendix D, p. 23). Of the 54,677 responding students, 49 percent reported being highly involved with and enthusiastic about school (engaged); 29 percent reported attending school but not being involved with school or enthusiastic about it (not engaged); and 22 percent reported undermining the education process for themselves and others (actively disengaged) (Figure 3). HISD students conveyed levels of engagement similar to those of other students in Texas (49 percent engaged, 30 percent not engaged, and 21 percent actively disengaged). They were slightly less engaged than students across the nation (52 percent engaged, 29 percent not engaged, and 19 percent actively disengaged). In the 2010–2011 school year, just over 9,000 HISD students responded to the questions assessing engagement (Appendix B, p. 10). These students reported higher levels of engagement than students reported in the 2009–2010 school year. Fifty-seven percent of the respondents were highly involved with and enthusiastic about school (engaged); 26 percent reported attending school but not being involved with school or enthusiastic about it (not engaged); and 17 percent reported undermining the education process for themselves and others (actively disengaged). HISD’s respondents conveyed levels of engagement slightly higher than those of other students in Texas (53 percent engaged, 28 percent not engaged, and 19 percent actively disengaged) and equal to those across the nation (57 percent engaged, 26 percent not engaged, and 17 percent actively disengaged). Most students reported having a best friend at school, but fewer than 50 percent of respondents reported feeling safe at school, receiving recognition or praise for doing good schoolwork in the previous seven days, and having opportunities to do their best. Based on the responses of 60,117 HISD students, 58 percent of students in the district thought about their present and future lives in positive terms (are thriving) in the 2009–2010 school year (Appendix D, p. 24). According to Gallup, Inc., thriving students tend to be in good health and
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3230
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48 48
33 33
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3331
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20
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40
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60
2009–2010 2010–2011 2009–2010 2010–2011 2009–2010 2010–2011
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cent
age
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opul
atio
n
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Texas
USA
Hopeful Stuck Discouraged
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have strong social support. Forty percent of the students reported lacking positive thoughts and experiences (are struggling) (Figure 4). Struggling students tend to worry about meeting the daily demands of life. About two percent of the students reported thinking about their current and future lives in negative terms (are suffering). They tend to have less access to basic needs like good food and healthcare. HISD student thriving levels were slightly below the state and the nation (59 percent and 62 percent, respectively). There was a slightly higher proportion of struggling students in HISD than in the rest of the state (39 percent) and nation (37 percent); and the percent of students that reported suffering was the same in HISD as those who reported suffering in the state and slightly higher than those who reported suffering in the nation (1 percent).
Figure 3. Students’ assessments of engagement, 2009–2010 and 2010–2011.
In the 2010–2011 school year, about 10,000 HISD students responded to the questions assessing wellbeing (Appendix B, p. 11). Sixty-one percent of them reported thinking about their present and future lives in positive terms (are thriving). Just over a third of the students (37 percent) reported lacking positive thoughts and experiences (are struggling). About two percent of the students reported thinking about their current and future lives in negative terms (are suffering). HISD student thriving levels were slightly below the state (62 percent) and the nation (65 percent). There was a slightly higher proportion of struggling students in HISD than in the rest of the state (36 percent) and nation (33 percent); and the percent of students that reported suffering was the same in HISD as those who reported suffering in the state and the nation.
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cent
age
of P
opul
atio
n
HISD
Texas
USA
Engaged Not Engaged Actively Disengaged
5
Figure 4. Students’ assessments of well-being, 2009–2010 and 2010–2011.
Hope, wellbeing, and engagement are interrelated and are theorized to drive students’ grades, achievement test scores, retention in school, and future employment. In the 2009–2010 school year, 67 percent of hopeful students were engaged and 56 percent of thriving students were engaged. In the 2010–2011 school year, 76 percent of hopeful students were engaged; 65 percent of thriving students were engaged; and 81 percent of students who strongly agreed that their school is committed to building their strengths were engaged (Appendix B, p. 8). Addressing factors like students’ lack of success strategies and needs for praise and safety may increase this community’s ability to successfully retain and effectively educate our children.
__TBG Attachments cc: Superintendent’s Direct Reports Chief School Officers School Improvement Officers Martha Salazar-Zamora Mark White
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Per
cent
age
of P
opul
atio
n
HISD
Texas
USA
Thriving Struggling Suffering
Please imagine a ladder with steps numbered from zero at the bottom to ten at the top. The top of the ladder represents the best 1. possible life for you and the bottom of the ladder represents the worst possible life for you. On which step of the ladder would you say you personally feel you stand at this time?
On which step do you think you will stand about five years from now?
I know I will graduate from high school. 2.
There is an adult in my life who cares about my future. 3.
I can think of many ways to get good grades. 4.
I energetically pursue my goals. 5.
I can find lots of ways around any problem.6.
I know I will find a good job after I graduate. 7.
I have a best friend at school. 8.
I feel safe in this school. 9.
My teachers make me feel my schoolwork is important. 10.
If I miss school, an adult from school calls home to ask how I am doing. 11.
At this school, I have the opportunity to do what I do best every day. 12.
In the last seven days, I have received recognition or praise for doing good schoolwork. 13.
In the last month, I volunteered my time to help others.14.
Please think about yesterday, from the morning until the end of the day. Think about where you were, what were doing, who you were with, and how you felt as you respond to the next six items.
Were you treated with respect all day yesterday? 15.
Did you smile or laugh a lot yesterday? 16.
Did you learn or do something interesting yesterday? 17.
Did you have enough energy to get things done yesterday? 18.
Do you have health problems that keep you from doing things other people your age can do? 19.
If you are in trouble, do you have family or friends you can count on whenever you need them?20.
Following the 20 core items are demographic items and one randomly selected additional index. The Gallup Student Poll will be administered to students in grades 5 through 12 via a secure Web site at school twice during the school year. For more information, visit www.gallupstudentpoll.com.
Measuring Hope, Engagement, and Well-Being of America’s Students
Copyright © 2009 Gallup, Inc. All rights reserved.
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Appendix A
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6
GA
LL
UP
Stu
den
t P
oll
|A
mer
ica'
s P
rom
ise
All
ian
ceH
OU
STO
N I
SD
Th
ank
you
for
par
tici
pat
ing
in t
he
Gal
lup
Stu
den
t P
oll!
For m
ore
than
70
year
s, G
allu
p ha
s bu
ilt it
s re
puta
tion
on d
eliv
erin
g re
leva
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imel
y, a
nd v
isio
nary
rese
arch
on
wha
t hum
ans
arou
nd th
e w
orld
thin
k an
d fe
el. I
n pa
rtner
ship
with
Am
eric
a's
Pro
mis
e A
llian
ce, t
he G
allu
p S
tude
nt P
oll i
s de
dica
ted
tom
easu
ring
the
hope
, eng
agem
ent,
and
wel
lbei
ng o
f Am
eric
a's
stud
ents
.
Gal
lup'
s re
sear
ch h
as s
how
n th
at h
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eng
agem
ent,
and
wel
lbei
ng a
re k
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ctor
s th
at d
rive
stud
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' gra
des,
ach
ieve
men
tsc
ores
, ret
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nd fu
ture
em
ploy
men
t.
By
mea
surin
g st
uden
ts' h
ope,
eng
agem
ent,
and
wel
lbei
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he G
allu
p S
tude
nt P
oll w
ill h
elp
crea
te a
mor
e ho
pefu
l sto
ry a
bout
Am
eric
an e
duca
tion
in w
hich
stu
dent
s an
d te
ache
rs g
et to
do
wha
t the
y do
bes
t eve
ry d
ay, s
tude
nts'
wel
lbei
ng a
nd s
ucce
ssm
atte
r to
the
com
mun
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nd th
eir p
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nal f
lour
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ads
to s
choo
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com
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r 1.2
mill
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igh
scho
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very
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r. E
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one
in th
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sked
to d
o a
smal
l par
t to
mak
e a
neig
hbor
hood
a b
ette
r pla
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r you
ng p
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e.
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e
Hop
e| T
he id
eas
and
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rth
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, driv
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ffort,
aca
dem
icac
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edits
ear
ned,
and
rete
ntio
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stu
dent
s of
all
ages
.
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ore
pred
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aca
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an tr
aditi
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mea
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posi
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chie
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redi
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col
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high
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PA
and
AC
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5 th
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ells
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day
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.
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% o
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. stu
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r Sc
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pro
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rpre
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lup
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KLOFTIS
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Appendix B
KLOFTIS
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KLOFTIS
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7
GA
LL
UP
Stu
de
nt
Po
ll |
Am
eri
ca's
Pro
mis
e A
llia
nce
Nat
ion
al D
efau
lt C
ohor
t F
all 2
010
Hou
ston
Isd
|T
exas
|U
SA N
atio
nal
Dat
a
The
Gal
lup
Stud
ent P
oll i
s a
brie
f mea
sure
of h
ope,
eng
agem
ent,
and
wel
lbei
ng. T
he p
oll t
aps
into
the
hear
ts a
nd m
inds
of A
mer
ican
stu
dent
s to
det
erm
ine
wha
t driv
es w
ellb
eing
and
ach
ieve
men
t. D
istr
ibut
ion
and
disc
ussi
on o
f the
Gal
lup
Stud
ent P
oll d
ata
will
hel
p cr
eate
a m
ore
hope
ful s
tory
abo
ut A
mer
ican
you
th a
nd e
duca
tion,
and
will
eng
age
pare
nts,
teac
hers
, and
com
mun
ity le
ader
s in
soc
ial e
ntre
pren
eurs
hip.
Hop
e|
Gra
nd
Mea
n:4
.36
(ou
t of
5)
n=
89
40
YOU
R D
ISTR
ICT
Hop
eful
- 49
%
Stuc
k - 3
0%
Dis
cour
aged
- 21
%
HO
PE B
Y G
RA
DE
(Gra
ndM
ean)
5th
6th
7th
8th
9th
10th
11th
12th
4.45
4.36
4.24
4.26
4.37
4.41
4.42
4.45
76%
of h
opef
ul s
tud
ents
are
en
gage
d.
Hop
e by
Gra
de v
alue
s no
t sho
wn
whe
n n
< 10
En
gage
men
t|
Gra
nd
Mea
n:4
.07
(ou
t of
5)
n=
90
85
YOU
R D
ISTR
ICT
Enga
ged
- 57%
Not
Eng
aged
- 26
%
Act
ivel
y D
isen
gage
d - 1
7%
ENG
AG
EMEN
T B
Y G
RA
DE
(Gra
ndM
ean)
5th
6th
7th
8th
9th
10th
11th
12th
4.37
4.16
3.89
3.76
3.87
3.82
3.89
3.92
81%
of s
tud
ents
wh
o st
ron
gly
agre
e th
eir
sch
ool i
s
com
mit
ted
to
buil
din
g st
ren
gth
s ar
e en
gage
d.
You
r sch
ool m
ust h
ave
an n
-siz
e of
at l
east
30
to re
ceiv
e E
ngag
emen
t Ind
ex d
ata.
Eng
agem
ent b
y G
rade
val
ues
not s
how
n w
hen
n <
10
Wel
lbei
ng
|G
ran
dM
ean
:8.4
9(o
ut
of 1
0)
n=
100
34
YOU
R D
ISTR
ICT
Thriv
ing
- 61%
Stru
gglin
g - 3
7%
Suffe
ring
- 2%
WEL
LBEI
NG
BY
GR
AD
E(G
rand
Mea
n)5t
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h10
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508.
508.
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70
65%
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Wel
lbei
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y G
rade
val
ues
not s
how
n w
hen
n <
10
PRO
MO
TIO
NIN
DEX
53
The
Pro
mot
ion
Inde
x re
pres
ents
the
perc
enta
ge o
f stu
dent
s w
ho
grad
uate
on
time
with
a d
iplo
ma,
as
repo
rted
by th
e E
dito
rial
Pro
ject
s in
Edu
catio
n (E
PE
) Res
earc
h C
ente
r.
PRO
MIS
EIN
DEX
66
Gal
lup'
s pa
rtner
org
aniz
atio
n, A
mer
ica'
s P
rom
ise
Alli
ance
, foc
uses
upo
n m
eetin
g th
e Fi
ve P
rom
ises
to k
ids:
carin
g ad
ults
, saf
e pl
aces
, a h
ealth
y st
art,
an e
ffect
ive
educ
atio
n, a
nd o
ppor
tuni
ties
to h
elp
othe
rs. T
he
Pro
mis
e In
dex
is th
e pe
rcen
tage
of s
tude
nts
who
hav
e fo
ur o
r fiv
e of
the
prom
ises
that
cha
nge
lives
met
.
- No
data
ava
ilabl
e
Cop
yrig
ht
© 2
010
Gal
lup
, In
c. A
ll r
igh
ts r
eser
ved
|T
erm
s of
Use
|P
riva
cy S
tate
men
t
KLOFTIS
Typewritten Text
8
KLOFTIS
Typewritten Text
Appendix B, continued
22
512
792
14
1083
22
48
842
23
786
24
1230
522
312
3053
24
1432
482
416
3444
58
2531
315
825
3131
22
818
702
29
2166
GA
LL
UP
Stu
de
nt
Po
ll |
Am
eri
ca's
Pro
mis
e A
llia
nce
Nat
ion
al D
efau
lt C
ohor
t F
all 2
010
Hou
ston
Isd
|T
exas
|U
SA N
atio
nal
Dat
a
Hop
e|G
ran
dM
ean
:
YOU
R D
ISTR
ICT
4.36
(ou
t of
5)
n =
89
40
YOU
R S
TATE
4.3
7(o
ut
of 5
) n
=47
720
YOU
R N
ATI
ON
4.39
(ou
t of
5)
n =
249
819
YOU
R D
ISTR
ICT
Hop
eful
- 49
%
Stuc
k - 3
0%
Dis
cour
aged
- 21
%
Hop
eful
Stuc
kD
isco
urag
ed
YOU
R D
ISTR
ICT
4930
21
YOU
R S
TATE
4833
19
YOU
R N
ATI
ON
5331
16
Mea
n Sc
ore
by G
rade
Hop
e It
ems
Tota
ln
Item
Res
pons
es%
1%
2%
3%
4%
5O
vera
ll Ite
mG
rand
Mea
n5t
h6t
h7t
h8t
h9t
h10
th11
th12
th
YOU
R D
ISTR
ICT
9718
4.64
4.60
4.58
4.60
4.78
4.86
4.84
4.82
4.66
Gra
du
ate
YOU
R S
TATE
5059
74.
644.
674.
714.
744.
764.
804.
824.
824.
72
YOU
R D
ISTR
ICT
9865
4.64
4.68
4.67
4.70
4.73
4.77
4.70
4.69
4.68
Ad
ult
car
esYO
UR
STA
TE51
047
4.67
4.76
4.76
4.76
4.74
4.73
4.70
4.68
4.73
YOU
R D
ISTR
ICT
9881
4.40
4.25
4.08
4.08
4.31
4.33
4.40
4.39
4.27
Get
goo
d g
rad
esYO
UR
STA
TE51
044
4.36
4.30
4.21
4.23
4.24
4.24
4.32
4.38
4.28
YOU
R D
ISTR
ICT
9799
4.35
4.21
4.00
4.02
4.19
4.21
4.22
4.27
4.20
Pu
rsu
e go
als
YOU
R S
TATE
5075
44.
294.
204.
114.
094.
074.
034.
094.
154.
15
YOU
R D
ISTR
ICT
9671
3.80
3.70
3.58
3.62
3.70
3.90
3.96
4.11
3.74
Way
s ar
oun
d p
robl
emYO
UR
STA
TE50
519
3.74
3.67
3.68
3.73
3.76
3.80
3.93
4.01
3.76
YOU
R D
ISTR
ICT
9725
4.67
4.57
4.47
4.39
4.48
4.39
4.33
4.24
4.52
Fin
d a
goo
d jo
bYO
UR
STA
TE50
310
4.61
4.59
4.52
4.46
4.38
4.31
4.29
4.25
4.47
YOU
R D
ISTR
ICT
8940
4.45
4.36
4.24
4.26
4.37
4.41
4.42
4.45
4.36
Hop
e G
ran
dM
ean
by
Gra
de
YOU
R S
TATE
4772
04.
414.
384.
354.
354.
334.
334.
374.
394.
37
- No
data
ava
ilabl
e
Cop
yrig
ht
© 2
010
Gal
lup
, In
c. A
ll r
igh
ts r
eser
ved
|T
erm
s of
Use
|P
riva
cy S
tate
men
t
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
9
KLOFTIS
Typewritten Text
Appendix B, continued
64
712
716
36
1174
87
1624
458
817
2641
45
1222
575
514
2551
56
1426
496
715
2745
109
1827
3614
1117
2434
56
1426
496
817
2643
1413
1923
3114
1319
2232
GA
LL
UP
Stu
de
nt
Po
ll |
Am
eri
ca's
Pro
mis
e A
llia
nce
Nat
ion
al D
efau
lt C
ohor
t F
all 2
010
Hou
ston
Isd
|T
exas
|U
SA N
atio
nal
Dat
a
En
gage
men
t|G
ran
dM
ean
:
YOU
R D
ISTR
ICT
4.0
7(o
ut
of 5
) n
=9
08
5
YOU
R S
TATE
3.9
9(o
ut
of 5
) n
=48
137
YOU
R N
ATI
ON
4.0
6(o
ut
of 5
) n
=25
2427
YOU
R D
ISTR
ICT
Enga
ged
- 57%
Not
Eng
aged
- 26
%
Act
ivel
y D
isen
gage
d - 1
7%
Enga
ged
Not
Eng
aged
Act
ivel
y D
isen
gage
d
YOU
R D
ISTR
ICT
5726
17
YOU
R S
TATE
5328
19
YOU
R N
ATI
ON
5726
17
Mea
n Sc
ore
by G
rade
En
gage
men
t It
ems
Tota
ln
Item
Res
pons
es%
1%
2%
3%
4%
5O
vera
ll Ite
mG
rand
Mea
n5t
h6t
h7t
h8t
h9t
h10
th11
th12
th
YOU
R D
ISTR
ICT
9880
4.57
4.47
4.41
4.25
4.08
3.97
4.14
4.08
4.38
Bes
t fr
ien
dYO
UR
STA
TE50
935
4.60
4.60
4.57
4.46
4.33
4.22
4.18
4.07
4.44
YOU
R D
ISTR
ICT
9785
4.25
3.97
3.73
3.64
3.71
3.57
3.63
3.69
3.91
Fee
l saf
eYO
UR
STA
TE50
735
4.26
3.99
3.85
3.78
3.61
3.47
3.56
3.55
3.84
YOU
R D
ISTR
ICT
9855
4.53
4.32
3.96
3.88
4.00
3.98
4.04
4.08
4.21
Sch
oolw
ork
imp
orta
nt
YOU
R S
TATE
5102
24.
534.
364.
114.
033.
853.
763.
803.
754.
11
YOU
R D
ISTR
ICT
9822
4.36
4.20
3.89
3.71
4.01
3.99
3.97
4.05
4.09
Op
por
tun
ity
to d
o be
stYO
UR
STA
TE50
892
4.30
4.18
3.99
3.84
3.85
3.73
3.76
3.73
3.98
YOU
R D
ISTR
ICT
9578
4.07
3.74
3.43
3.29
3.51
3.54
3.61
3.65
3.70
Rec
ogn
itio
nYO
UR
STA
TE49
995
3.97
3.72
3.53
3.41
3.31
3.22
3.25
3.24
3.53
YOU
R D
ISTR
ICT
9558
4.39
4.30
3.95
3.81
3.97
3.64
3.72
3.78
4.10
*Sch
ool c
omm
itte
d t
o st
ren
gth
sYO
UR
STA
TE49
724
4.38
4.28
4.00
3.83
3.70
3.49
3.45
3.43
3.93
YOU
R D
ISTR
ICT
9564
3.90
3.40
3.04
2.95
3.19
3.23
3.51
3.66
3.44
*Vol
un
teer
ed t
ime
YOU
R S
TATE
4972
53.
853.
483.
343.
253.
213.
263.
483.
583.
46
YOU
R D
ISTR
ICT
9085
4.37
4.16
3.89
3.76
3.87
3.82
3.89
3.92
4.07
En
gage
men
t G
ran
dM
ean
by
Gra
de
YOU
R S
TATE
4813
74.
344.
194.
023.
923.
803.
693.
723.
673.
99
- No
data
ava
ilabl
e
* N
ot in
clud
ed in
Eng
agem
ent I
ndex
or E
ngag
emen
t Gra
ndM
ean
calc
ulat
ions
Cop
yrig
ht
© 2
010
Gal
lup
, In
c. A
ll r
igh
ts r
eser
ved
|T
erm
s of
Use
|P
riva
cy S
tate
men
t
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
10
KLOFTIS
Typewritten Text
Appendix B, continued
2674
3763
1783
1783
2080
2476
2278
2476
8317
8416
892
892
GA
LL
UP
Stu
de
nt
Po
ll |
Am
eri
ca's
Pro
mis
e A
llia
nce
Nat
ion
al D
efau
lt C
ohor
t F
all 2
010
Hou
ston
Isd
|T
exas
|U
SA N
atio
nal
Dat
a
Wel
lbei
ng
|Gra
nd
Mea
n:
YOU
R D
ISTR
ICT
8.4
9(o
ut
of 1
0)
n =
100
34
YOU
R S
TATE
8.5
2(o
ut
of 1
0)
n =
516
32
YOU
R N
ATI
ON
8.5
1(o
ut
of 1
0)
n =
266
971
YOU
R D
ISTR
ICT
Thriv
ing
- 61%
Stru
gglin
g - 3
7%Su
fferin
g - 2
%
Thriv
ing
Stru
gglin
gSu
fferin
gYO
UR
DIS
TRIC
T61
372
YOU
R S
TATE
6236
2YO
UR
NA
TIO
N65
332
Mea
n Sc
ore
by G
rade
Wel
lbei
ng
Item
s1
Tota
ln
Ove
rall
Item
Gra
ndM
ean
5th
6th
7th
8th
9th
10th
11th
12th
YOU
R D
ISTR
ICT
1003
47.
657.
467.
257.
117.
267.
237.
567.
367.
42St
ep a
t th
is t
ime
YOU
R S
TATE
5163
27.
517.
477.
397.
347.
207.
197.
277.
157.
35
YOU
R D
ISTR
ICT
1003
48.
378.
478.
508.
508.
678.
718.
728.
708.
49St
ep in
fiv
e ye
ars
YOU
R S
TATE
5163
28.
338.
548.
568.
618.
578.
538.
628.
588.
52Ite
m %
Yes
Scor
e C
ompa
rison
by
Gra
deIte
m R
espo
nses
%N
o%
Yes
5th
6th
7th
8th
9th
10th
11th
12th
YOU
R D
ISTR
ICT
8442
7777
7370
7369
7165
*Tre
ated
wit
h r
esp
ect
YOU
R S
TATE
4390
270
6663
6061
6061
60
YOU
R D
ISTR
ICT
9465
7884
8685
8784
8585
*Sm
ile
or la
ugh
YOU
R S
TATE
4903
978
8285
8585
8284
82
YOU
R D
ISTR
ICT
9390
8581
7674
8076
7977
*Lea
rn o
r d
o so
met
hin
gYO
UR
STA
TE48
245
8378
7574
7270
7271
YOU
R D
ISTR
ICT
9057
8578
7775
7667
7163
*En
ough
en
ergy
YOU
R S
TATE
4764
085
8079
7672
6665
64
YOU
R D
ISTR
ICT
8868
2516
1511
1016
1713
*Hea
lth
pro
blem
sYO
UR
STA
TE46
608
2218
1513
1314
1414
YOU
R D
ISTR
ICT
9254
9293
9391
9192
9289
YOU
R D
ISTR
ICT
Step
at
Th
is T
ime
Step
in5
Yea
rsB
est
life
22 15 18 14 10 11 3 2 1 1 3
40 23 16 8 5 4 1 1 0 1 1
Wor
st li
fe*F
amil
y or
fri
end
sYO
UR
STA
TE47
666
9293
9392
9291
9090
YOU
R D
ISTR
ICT
1003
48.
378.
478.
508.
508.
678.
718.
728.
708.
49W
ellb
ein
g G
ran
dM
ean
by
Gra
de
YOU
R S
TATE
5163
28.
338.
548.
568.
618.
578.
538.
628.
588.
52- N
o da
ta a
vaila
ble
*Not
incl
uded
in W
ellb
eing
Inde
x or
Gra
ndM
ean
calc
ulat
ions
1W
B In
dex
calc
ulat
ed fr
om re
spon
ses
to "S
tep
at th
is ti
me"
and
"Ste
p in
five
yea
rs".
WB
Gra
ndM
ean
calc
ulat
ed fr
om re
spon
ses
to "S
tep
in 5
Yea
rs".
Cop
yrig
ht
© 2
010
Gal
lup
, In
c. A
ll r
igh
ts r
eser
ved
|T
erm
s of
Use
|P
riva
cy S
tate
men
t
KLOFTIS
Typewritten Text
11
KLOFTIS
Typewritten Text
Appendix B, continued
GA
LL
UP
Stu
den
t P
oll
|A
mer
ica'
s P
rom
ise
All
ian
ceH
OU
STO
N I
SD
Eve
ry s
choo
l has
a s
tory
… w
hat
's y
ours
? The
Gal
lup
Stu
dent
Pol
l Com
mun
ity S
olut
ions
are
des
igne
d to
get
all
Am
eric
ans
invo
lved
in p
repa
ring
our y
oung
peo
ple
for a
prom
isin
g fu
ture
.
We
need
to c
ome
toge
ther
to e
nsur
e th
at e
very
stu
dent
has
the
best
cha
nce
of g
radu
atin
g fro
m h
igh
scho
ol a
nd c
olle
ge a
ndla
ndin
g a
good
job.
With
out a
sou
nd e
duca
tion
and
a go
od jo
b, th
e A
mer
ican
dre
am b
ecom
es th
e A
mer
ican
Myt
h.
The
conv
ersa
tion
abou
t the
futu
re o
f Am
eric
an y
outh
sta
rts w
ith a
sha
red
unde
rsta
ndin
g of
hop
e, e
ngag
emen
t, an
d w
ellb
eing
and
data
col
lect
ed th
roug
h th
e G
allu
p S
tude
nt P
oll.
Pre
parin
g yo
ung
peop
le fo
r the
futu
re s
erve
s m
any
ends
. One
out
com
e th
at b
enef
its u
s al
l is
a hi
gher
hig
h sc
hool
gra
duat
ion
rate
. Ple
ase
see
the
Am
eric
a's
Pro
mis
e A
llian
ce w
ebsi
te a
nd re
ad th
e G
radN
atio
n R
epor
t to
lear
n m
ore
abou
t how
peo
ple
can
wor
k to
geth
er to
enc
oura
ge c
ompl
etio
n of
hig
h sc
hool
.
1stSh
are
You
r St
ory
Is y
our s
choo
l rea
lly k
now
n in
you
r com
mun
ity?
Sha
reyo
ur G
allu
p S
tude
nt P
oll S
core
card
with
you
r loc
alst
akeh
olde
rs. C
onsi
der t
he fo
llow
ing
ques
tions
:
•W
hich
peo
ple
(in a
nd o
ut o
f the
sch
ool s
yste
m) d
o yo
uw
ant t
o sh
are
the
Gal
lup
Stu
dent
Pol
l Sco
reca
rd w
ithto
day?
•H
ow d
o yo
u w
ant t
o sh
are
a su
mm
ary
of d
ata
from
the
Gal
lup
Stu
dent
Pol
l Sco
reca
rd w
ith p
aren
ts n
ext
wee
k?
•W
hich
com
mun
ity m
embe
rs a
nd a
fters
choo
l pro
gram
sdo
you
wan
t to
shar
e a
sum
mar
y of
dat
a fro
m th
eG
allu
p S
tude
nt P
oll S
core
card
with
in tw
o w
eeks
?
2nd
Act
on
th
e N
um
bers
You
r dat
a is
a s
prin
gboa
rd to
act
ion.
Invi
te e
duca
tors
in y
our s
choo
l and
your
com
mun
ity to
wor
k to
geth
er a
nd u
se th
e da
ta to
driv
e st
uden
t hop
e,en
gage
men
t, an
d w
ellb
eing
by
answ
erin
g th
ese
ques
tions
:
•W
hat a
re y
our g
oals
for c
hang
es y
ou w
ould
like
to s
ee in
you
r sch
ool i
n on
e,fiv
e, a
nd te
n ye
ars?
•H
ow a
re th
ese
goal
s lin
ked
with
spe
cific
indi
cato
rs o
n th
e G
allu
p S
tude
ntP
oll S
core
card
?
•Th
e 10
-yea
r goa
ls fo
r the
Gal
lup
Stu
dent
Pol
l are
to d
oubl
e ho
pe, b
uild
enga
ged
scho
ols,
and
boo
st w
ellb
eing
. Gal
lup
aim
s to
hel
p 5
mill
ion
stud
ents
dis
cove
r and
dev
elop
thei
r stre
ngth
s. H
ow c
an y
ou a
chie
ve th
ese
goal
s in
you
r sch
ool?
•A
s a
natio
n, w
e m
ust a
ttain
a h
igh
scho
ol g
radu
atio
n ra
te o
f 85%
or b
ette
r.W
hat c
an y
ou d
o to
ach
ieve
this
in y
our s
choo
l?
3rdY
our
Solu
tion
s
How
can
you
eng
age
your
com
mun
ity to
pur
sue
thes
e go
als
with
you
?
Cop
yrig
ht
© 2
010
Gal
lup
, In
c. A
ll r
igh
ts r
eser
ved
|T
erm
s of
Use
|p
riva
cy s
tate
men
t
KLOFTIS
Typewritten Text
12
KLOFTIS
Typewritten Text
Appendix B, continued
GA
LL
UP
Stu
den
t P
oll
|A
mer
ica'
s P
rom
ise
All
ian
ceH
OU
STO
N I
SD
Com
mu
nit
y So
luti
ons
The
20 C
omm
unity
Sol
utio
ns a
re d
esig
ned
to p
rom
ote
the
best
in A
mer
ican
you
th. E
very
per
son
in a
com
mun
ity c
an d
o on
e th
ing
to e
nhan
ce h
ope,
enga
gem
ent,
or w
ellb
eing
. Fiv
e of
thes
e st
rate
gies
invo
lve
mak
ing
the
mos
t of a
stu
dent
's s
treng
ths.
Whe
n w
e fo
cus
on w
hat i
s rig
ht w
ith s
tude
nts,
we
help
them
bec
ome
mor
e su
cces
sful
.
Le
arn
mo
re a
bo
ut
the
Ga
llu
p S
tud
en
tP
oll
Ed
uca
tio
n a
nd
Co
nsu
ltin
g S
erv
ice
s
Hop
e
"I ca
n fin
d lo
ts o
f way
s ar
ound
any
prob
lem
."
Goa
l| D
oubl
e H
ope
En
gage
men
t
"At t
his
scho
ol, I
hav
e th
e op
portu
nity
todo
wha
t I d
o be
st e
very
day.
"
Goa
l| B
uild
Eng
aged
Sch
ools
Wel
lbei
ng
"On
whi
ch s
tep
of th
e lif
e la
dder
(0-1
0)do
you
thin
k yo
u w
ill s
tand
in fi
ve y
ears
."
Goa
l| B
oost
Wel
lbei
ng
Stre
ngt
hs
"I ca
n qu
ickl
y na
me
my
own
stre
ngth
s."
Goa
l| D
isco
ver a
nd D
evel
op S
treng
ths
Par
ents
and
Oth
erC
areg
iver
sH
ope
| Tal
k to
you
r chi
ld a
bout
the
futu
re. M
ake
your
chi
ld's
goa
l(s) a
topi
cof
con
vers
atio
n at
hom
e. H
elp
your
child
dev
elop
the
idea
s an
d en
ergy
need
ed to
mak
e a
goal
a re
ality
.
Con
vers
atio
n St
arte
r| "W
hat a
re y
our
hope
s an
d w
ishe
s fo
r the
futu
re?
Wha
tdo
you
nee
d to
get
whe
re y
ou w
ant t
ogo
?"
Enga
gem
ent|
Giv
e yo
ur c
hild
pers
onal
ized
feed
back
, rec
ogni
tion,
and
prai
se fo
r effo
rt an
d do
ing
wha
t he
orsh
e do
es b
est.
Con
vers
atio
n St
arte
r| "L
et's
cel
ebra
teyo
ur g
reat
wor
k on
nam
e of
spe
cific
task
by s
pend
ing
the
next
hou
r pla
ying
your
favo
rite
gam
e."
Wel
lbei
ng| S
pend
qua
lity
soci
al ti
me
with
you
r chi
ld a
nd c
reat
e a
plac
e in
the
hom
e w
here
he
or s
he c
an e
nter
tain
frien
ds.
Con
vers
atio
n St
arte
r| "W
hen
do y
ouw
ant t
o in
vite
you
r frie
nds
over
to o
urho
me?
I am
hap
py to
hel
p yo
u pl
an fo
rth
at."
Stre
ngth
s| N
ame
your
chi
ld's
stre
ngth
s by
adm
inis
terin
g a
stre
ngth
sm
easu
re, p
rintin
g re
sults
, and
pos
ting
them
in th
e ho
me.
Con
vers
atio
n St
arte
r| "H
ow d
id y
ouus
ena
me
of a
spe
cific
stre
ngth
atsc
hool
toda
y?"
Teac
hers
,C
ouns
elor
s, a
ndA
dvis
ors
Hop
e| H
elp
stud
ents
dev
elop
num
erou
s w
ays
to o
verc
ome
obst
acle
san
d to
get
goo
d gr
ades
.
Cla
ssro
om A
ctiv
ity| S
tude
nts
get
stuc
k w
hen
real
and
per
ceiv
edob
stac
les
bloc
k ac
adem
ic g
oals
. Ask
stud
ents
abo
ut th
e bi
g ob
stac
les
toge
tting
a g
ood
grad
e on
an
assi
gnm
ent
or te
st. E
ncou
rage
stu
dent
s to
hel
pea
ch o
ther
ove
rcom
e th
e pe
rson
al a
ndsi
tuat
iona
l obs
tacl
es.
Enga
gem
ent|
Get
to k
now
you
rst
uden
ts e
ven
bette
r by
conn
ectin
g w
ithth
em o
n an
indi
vidu
al le
vel a
nd b
yid
entif
ying
the
inte
rest
s an
d re
sour
ces
of e
very
stu
dent
.
Cla
ssro
om A
ctiv
ity| C
ondu
ct a
brie
f, 1
on 1
"Foc
us o
n Y
ou" w
ith e
ach
of y
our
stud
ents
(dur
ing
the
first
term
of a
scho
ol y
ear i
f pos
sibl
e). H
ave
stud
ents
answ
er th
e fo
llow
ing
ques
tions
:
Wel
lbei
ng| G
ive
stud
ents
tim
e ea
chw
eek
to d
o w
hat t
hey
do b
est w
ith a
nem
phas
is o
n lin
king
sch
ool s
ucce
ss to
futu
re s
ucce
ss in
sch
ool a
nd w
ork.
Cla
ssro
om A
ctiv
ity| E
ncou
rage
the
stud
ents
to k
eep
a w
eekl
y su
cces
s lo
gth
at is
div
ided
into
thre
e se
ctio
ns:
1.M
y S
ucce
sses
2.H
ow A
re M
y S
ucce
sses
Con
nect
edto
my
Sch
ool
Stre
ngth
s| F
irst,
disc
over
and
dev
elop
your
ow
n st
reng
ths.
The
n, h
elp
stud
ents
use
stre
ngth
s in
goo
d tim
es a
nd in
bad
.
Cla
ssro
om A
ctiv
ity| A
sk th
e st
uden
tsto
writ
e ab
out a
nd/o
r dra
w a
n ill
ustra
tion
of a
tim
e w
hen
one
of th
eir s
treng
ths
help
ed h
im/h
er s
ucce
ed o
n a
diffi
cult
task
. Ask
for v
olun
teer
s w
ho w
ish
tore
ad/e
xpla
in th
eir i
llust
ratio
ns to
clas
smat
es o
r jus
t to
you.
Sha
re
KLOFTIS
Typewritten Text
13
KLOFTIS
Typewritten Text
Appendix B, continued
1."W
hat n
ame
do y
ou p
refe
r to
beca
lled?
"
2."W
hat a
re y
our "
hot b
utto
ns" (
i.e.,
activ
ities
/thin
gs th
at in
tere
st, e
xcite
,or
are
impo
rtant
to y
ou)?
"
3."W
ho m
akes
you
feel
like
you
mat
ter?
"
3.H
ow A
re M
y S
ucce
sses
Con
nect
edto
My
Futu
re
Hav
e st
uden
ts re
view
thei
r log
mon
thly
to c
hoos
e a
best
suc
cess
to s
hare
with
a ca
ring
adul
t. E
ncou
rage
stu
dent
s to
shar
e be
st s
ucce
sses
at p
aren
t- te
ache
rco
nfer
ence
s.
stre
ngth
s st
orie
s at
par
ent-t
each
erco
nfer
ence
s.
Prin
cipa
ls a
ndS
uper
inte
nden
tsH
ope
| Con
duct
a b
arrie
r ana
lysi
s w
ithte
ache
rs a
nd s
tude
nts
to id
entif
y th
ebi
gges
t obs
tacl
es to
stu
dent
s m
akin
ggo
od g
rade
s in
sch
ool.
Lead
ersh
ip a
nd P
olic
y Im
plic
atio
n|
Elim
inat
e th
e ba
rrie
rs to
stu
dent
achi
evem
ent.
Sta
rt w
ith s
mal
l obs
tacl
esan
d w
ork
tow
ard
nece
ssar
y po
licy
chan
ges.
Enga
gem
ent|
Dem
onst
rate
the
rele
vanc
e of
toda
y's
elem
enta
ry a
ndse
cond
ary
cour
sew
ork
for h
ighe
red
ucat
ion
and
the
emer
ging
wor
kfor
cew
hile
mai
ntai
ning
the
rigor
ass
ocia
ted
with
hig
h ac
adem
ic s
tand
ards
.
Lead
ersh
ip a
nd P
olic
y Im
plic
atio
n|
Stu
dent
s w
ho s
ee s
choo
lwor
k as
impo
rtant
bec
ome
enga
ged
at s
choo
l.S
choo
lwor
k is
con
side
red
impo
rtant
ifth
e re
leva
nce
of w
hat s
tude
nts
lear
nto
day
is li
nked
to w
hat t
hey
will
be
lear
ning
in th
e fu
ture
and
to th
eir
chos
en fi
eld
of w
ork.
Wel
lbei
ng| I
nvite
teac
hers
to n
omin
ate
alum
s of
you
r sch
ool w
ho a
resu
cces
sful
com
mun
ity m
embe
rs w
hoap
pear
to h
ave
high
wel
lbei
ng. W
ork
with
eac
h ro
le m
odel
to d
evel
op a
pla
non
how
they
cou
ld s
hare
thei
rex
perie
nces
with
you
ng p
eopl
e fro
mth
eir h
ome
neig
hbor
hood
.
Lead
ersh
ip a
nd P
olic
y Im
plic
atio
n|
Alu
ms
of y
our s
choo
l will
be
cons
ider
edm
ore
appe
alin
g ro
le m
odel
s fo
r suc
cess
and
wel
lbei
ng. H
elp
stud
ents
gen
erat
ea
posi
tive
outlo
ok fo
r the
futu
re b
yco
nnec
ting
with
a d
iver
se g
roup
of
carin
g ad
ults
.
Stre
ngth
s| D
evel
op a
stre
ngth
s-ba
sed
lead
ersh
ip te
am a
t you
r sch
ool.
Lead
ersh
ip a
nd P
olic
y Im
plic
atio
n|
Iden
tify
the
stre
ngth
s of
the
lead
ers
inyo
ur s
choo
l sys
tem
and
wor
k to
leve
rage
the
stre
ngth
s of
the
entir
ele
ader
ship
team
. Mee
t fol
low
er(te
ache
rs, p
aren
ts, a
fters
choo
lco
unse
lors
, com
mun
ity m
embe
rs,
stud
ents
) nee
ds o
f com
pass
ion,
trus
t,st
abili
ty, a
nd h
ope.
Afte
rsch
ool
Cou
nsel
ors
and
Pee
r Men
tors
Hop
e| P
rovi
de a
t lea
st o
ne m
ento
r to
each
stu
dent
thro
ugh
your
pro
gram
or
anot
her p
artn
er p
rogr
am in
the
com
mun
ity.
Prog
ram
Impl
icat
ion
| Afte
rsch
ool
prog
ram
s in
one
com
mun
ity c
an a
lign
with
oth
er p
rogr
ams
and
prov
ide
high
erqu
ality
wra
p ar
ound
ser
vice
s fo
rst
uden
ts b
y st
rate
gica
lly li
nkin
g to
one
anot
her a
nd e
nsur
ing
that
reso
urce
s(i.
e., m
ento
ring)
are
max
imiz
ed.
Enga
gem
ent|
Con
duct
som
e of
the
afte
r sch
ool a
ctiv
ities
on
a ne
arby
scho
ol c
ampu
s.
Prog
ram
Impl
icat
ion
| Stu
dent
sflo
uris
h in
saf
e pl
aces
with
the
supp
ort
of c
arin
g ad
ults
. Gre
at s
choo
ls a
ndaf
ters
choo
l pro
gram
s th
at c
ome
toge
ther
in a
com
mon
pla
ce, t
he s
choo
lbu
ildin
g, h
elp
stud
ents
real
ize
thei
rsa
fety
net
is b
ig a
nd s
trong
.
Wel
lbei
ng| A
lway
s m
ake
time
for f
unan
d ga
mes
.
Prog
ram
Impl
icat
ion
| Pos
itive
feel
ings
such
as
inte
rest
, joy
, and
hap
pine
ssm
ake
each
day
bet
ter a
nd th
ese
emot
ions
are
ass
ocia
ted
with
goo
dhe
alth
and
wel
lbei
ng. A
fters
choo
lpr
ogra
ms
prov
ide
uniq
ue, s
peci
aliz
edse
rvic
es, b
ut a
ll pr
ogra
ms
shou
ldgu
aran
tee
the
outc
omes
of l
augh
ter a
ndsm
iles.
Stre
ngth
s| P
rogr
am s
taff
build
ssp
ecia
lized
ski
lls in
iden
tifyi
ng a
ndde
velo
ping
stre
ngth
s of
stu
dent
s.
Prog
ram
Impl
icat
ion
| Stu
dent
s ha
ve a
bette
r cha
nce
at b
eing
suc
cess
ful w
hen
usin
g th
eir s
treng
ths
rath
er th
anm
anag
ing
wea
knes
ses.
Tra
ined
prog
ram
sta
ff an
d ot
her c
arin
g ad
ults
can
help
stu
dent
s ca
pita
lize
on th
eir
stre
ngth
s on
a re
gula
r bas
is.
KLOFTIS
Typewritten Text
14
KLOFTIS
Typewritten Text
Appendix B, continued
Bus
ines
s P
eopl
ean
d N
eigh
bors
Hop
e| H
elp
youn
g pe
ople
mak
eco
nnec
tions
bet
wee
n do
ing
wel
l in
scho
ol a
nd g
ettin
g a
good
job.
Dem
ystif
y th
e st
eps
for m
akin
g go
odca
reer
dec
isio
ns.
Smal
l Act
| Sho
w a
nd te
ll a
youn
gpe
rson
how
sou
nd e
duca
tion
and
deci
sion
-mak
ing
are
rela
ted
to la
ndin
g a
good
job.
Enga
gem
ent|
Cre
ate
a sa
fe z
one
arou
nd y
our l
ocal
sch
ool.
You
ng p
eopl
ew
ho fe
el s
afe
in th
eir n
eigh
borh
ood
and
scho
ol b
ecom
e m
ore
enga
ged
in d
aily
lear
ning
.
Smal
l Act
| Con
duct
a s
afet
y au
dit o
fyo
ur lo
cal n
eigh
borh
ood,
bet
wee
n yo
urho
me
and
busi
ness
and
the
near
est
scho
ol b
uild
ing.
Brin
g a
youn
g pe
rson
alon
g w
ith y
ou to
see
the
com
mun
ityth
roug
h hi
s or
her
eye
s. V
isit
with
scho
ol p
rinci
pal a
bout
his
or h
er n
eeds
to m
ake
the
scho
ol s
afer
. On
a m
onth
lyba
sis,
pic
k up
tras
h, re
mov
e gr
affit
i and
blig
ht, i
mpr
ove
stre
et c
ross
ings
and
sign
age,
and
repo
rt ot
her s
afet
yco
ncer
ns to
app
ropr
iate
city
offi
ces.
Wel
lbei
ng| G
ive
youn
g pe
ople
aw
ellb
eing
boo
st th
roug
h a
posi
tive
expe
rienc
e th
at m
ay b
e ot
herw
ise
unav
aila
ble
to th
em.
Smal
l Act
| Inv
ite a
you
ng p
erso
n to
afu
n, e
xciti
ng e
xper
ienc
e at
you
r hom
e,ne
ighb
orho
od, a
lma
mat
er, o
r offi
ce.
Stre
ngth
s| C
apita
lize
on w
hat y
oung
peop
le a
nd s
choo
ls in
you
r com
mun
ityar
e do
ing
right
and
enc
oura
ge th
em to
do m
ore
of it
.
Smal
l Act
| Ask
a y
oung
per
son
abou
tth
e hi
ghlig
ht o
f the
ir w
eek,
list
enac
tivel
y, m
irror
the
enth
usia
sm, a
nd a
sktw
o m
eani
ngfu
l que
stio
ns a
bout
the
high
light
.
Cop
yrig
ht
© 2
010
Gal
lup
, In
c. A
ll r
igh
ts r
eser
ved
|T
erm
s of
Use
|p
riva
cy s
tate
men
t
KLOFTIS
Typewritten Text
Appendix B, continued
KLOFTIS
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KLOFTIS
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KLOFTIS
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KLOFTIS
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15
KLOFTIS
Typewritten Text
GA
LL
UP
Stu
den
t P
oll
|A
mer
ica'
s P
rom
ise
All
ian
ceH
OU
STO
N I
SD
Glo
ssar
y of
Ter
ms
Hop
e|
the
idea
s an
d e
ner
gy w
e h
ave
for
the
futu
re
Hop
eful
| stu
dent
s po
sses
s nu
mer
ous
idea
s an
d ab
unda
nt e
nerg
y fo
r the
futu
re
Stuc
k| s
tude
nts
gene
rate
littl
e m
omen
tum
tow
ard
the
futu
re
Dis
cour
aged
| stu
dent
s la
ck id
eas
and
ener
gy fo
r the
futu
re
En
gage
men
t|
invo
lvem
ent
in a
nd
en
thu
sias
m f
or s
choo
l
Enga
ged
| stu
dent
s ar
e hi
ghly
invo
lved
with
and
ent
husi
astic
abo
ut s
choo
l
Not
Eng
aged
| stu
dent
s ar
e pr
esen
t but
not
invo
lved
with
or e
nthu
sias
tic a
bout
sch
ool
Act
ivel
y D
isen
gage
d| s
tude
nts
unde
rmin
e th
e ed
ucat
iona
l pro
cess
for s
elf a
nd o
ther
s
Wel
lbei
ng
| h
ow w
e th
ink
abou
t an
d e
xper
ien
ce o
ur
live
s
Thriv
ing
| stu
dent
s th
ink
abou
t pre
sent
and
futu
re li
fe in
pos
itive
term
s; th
ey te
nd to
be
in g
ood
heal
th a
nd h
ave
stro
ng s
ocia
l sup
port.
Stru
gglin
g| s
tude
nts
lack
pos
itive
thou
ghts
and
exp
erie
nces
; the
y te
nd to
wor
ry a
bout
mee
ting
the
daily
dem
ands
of l
ife.
Suffe
ring
| stu
dent
s th
ink
abou
t cur
rent
and
futu
re li
fe in
neg
ativ
e te
rms;
they
tend
to h
ave
less
acc
ess
to b
asic
nee
ds (e
.g.,
good
food
and
hea
lthca
re)
The
pie
char
t and
eng
agem
ent m
atrix
on
the
left
and
right
sid
es o
f the
sco
reca
rd re
spec
tivel
y, in
clud
e re
spon
ses
to q
uest
ions
abo
ut s
tude
nts'
pre
sent
and
futu
re. F
or e
xam
ple,
they
incl
ude
resp
onse
s to
the
ques
tions
, "O
n w
hich
ste
p of
the
ladd
er w
ould
you
say
you
per
sona
lly fe
el y
ou s
tand
at t
his
time?
" (P
rese
nt) a
nd "O
n w
hich
ste
p do
you
thin
k yo
u w
ill s
tand
abo
ut fi
ve y
ears
from
now
?" (F
utur
e).
The
Gra
ndM
ean
by g
rade
cha
rt in
the
mid
dle
of th
e sc
orec
ard
does
not
incl
ude
resp
onse
s to
the
ques
tion
abou
t stu
dent
s' p
rese
nt. I
n ot
her w
ords
, it d
oes
not i
nclu
de re
spon
ses
to th
equ
estio
n, "O
n w
hich
ste
p of
the
ladd
er w
ould
you
say
you
per
sona
lly fe
el y
ou s
tand
at t
his
time?
"
KLOFTIS
Typewritten Text
16
KLOFTIS
Typewritten Text
Appendix B, continued
Pro
mot
ion
In
dex
The
Pro
mot
ion
Inde
x is
repo
rted
for t
he lo
wes
t lev
el (i
.e.,
scho
ol, d
istri
ct, o
r sta
te) f
or w
hich
dat
a is
ava
ilabl
e.
The
perc
enta
ge o
f stu
dent
s w
ho g
radu
ate
on ti
me
with
a d
iplo
ma,
as
repo
rted
by th
e E
dito
rial P
roje
cts
in E
duca
tion
(EP
E) R
esea
rch
Cen
ter.
This
hig
h sc
hool
gra
duat
ion
rate
cap
ture
s fo
ur k
eyst
eps
a st
uden
t mus
t tak
e in
ord
er to
gra
duat
e: th
ree
grad
e-to
-gra
de p
rom
otio
ns (g
rade
9 to
10,
gra
de 1
0 to
11,
and
gra
de 1
1 to
12)
and
then
ear
ning
a s
tand
ard
dipl
oma
(gra
de 1
2 to
grad
uatio
n). T
he P
rom
otio
n In
dex
data
are
from
the
high
sch
ool c
lass
of 2
005
(the
mos
t rec
ent y
ear f
or w
hich
dat
a ar
e av
aila
ble)
, not
from
stu
dent
resp
onse
s to
the
Gal
lup
Stu
dent
Pol
l.
Pro
mis
e In
dex
The
perc
enta
ge o
f stu
dent
s w
ho e
xper
ienc
e fo
ur o
r fiv
e of
the
prom
ises
that
cha
nge
lives
(car
ing
adul
ts, s
afe
plac
es, a
hea
lthy
star
t, ef
fect
ive
educ
atio
n, o
ppor
tuni
ties
to h
elp
othe
rs).
See
the
Am
eric
a's
Pro
mis
e A
llian
ce W
eb s
ite fo
r mor
e in
form
atio
n ab
out t
he fi
ve p
rom
ises
: http
://w
ww
.am
eric
aspr
omis
e.or
g/A
PA
.htm
.
Cop
yrig
ht
© 2
010
Gal
lup
, In
c. A
ll r
igh
ts r
eser
ved
|T
erm
s of
Use
|p
riva
cy s
tate
men
t
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
17
KLOFTIS
Typewritten Text
Appendix B, continued
Appendix C
Campuses Participating in the Gallup Student Poll, 2010–2011
Campus Grades served on campus
Grade 5 Grades 6–8 Grades 9–12
Almeda ES x
Barrick ES x Blackshear ES x x
Briarmeadow ES x
Briscoe ES x
Brookline ES x
Burrus ES x x
Clifton MS x x
Cook ES x
Cornelius ES x
Crawford ES x x
Crespo ES x
Davila ES x
Durkee ES x
Edison MS
x
Empowerment HS
x
Franklin ES
x
Garden Oaks ES x x
Harris, J.R. ES x
Harris, R.P. ES x
Harvard ES x
Henderson, N.Q. ES x
High School Ahead Academy
x
Highland Heights ES x
Hobby ES x
Hogg MS
x HSPVA
x
Jackson MS
x
Johnston MS
x
Lyons ES x
Montgomery ES x
Oak Forest ES x
Osborne ES x
Paige ES x
Henry, Patrick MS
x
Petersen ES x
Poe ES x
Red ES x Rodriguez, ES x
18
Appendix C (continued)
Campuses Participating in the Gallup Student Poll, 2010–2011
Campus Grades served on campus
Grade 5 Grades 6–8 Grades 9–12
Roosevelt ES x
Rucker ES x
Rusk x x
Sanchez, ES x
Scarborough HS
x
Seguin ES x
Shearn ES x
Sherman ES x
Smith, K ES x
South Early College HS
x
Southmayd ES x
Stevens ES x
Sutton ES x
Tijerina ES x x
Travis ES x
Valley West ES x
Washington HS
x
Westbury HS
x
Williams, M.C. MS
x
Windsor Village ES x
Worthing HS
x
Yates HS
x
Young ES x
19
GA
LL
UP
Stu
den
t P
oll
|A
mer
ica'
s P
rom
ise
All
ian
ceH
OU
STO
N I
SD
Th
ank
you
for
par
tici
pat
ing
in t
he
Gal
lup
Stu
den
t P
oll!
For m
ore
than
70
year
s, G
allu
p ha
s bu
ilt it
s re
puta
tion
on d
eliv
erin
g re
leva
nt, t
imel
y, a
nd v
isio
nary
rese
arch
on
wha
t hum
ans
arou
nd th
e w
orld
thin
k an
d fe
el. I
n pa
rtner
ship
with
Am
eric
a's
Pro
mis
e A
llian
ce, t
he G
allu
p S
tude
nt P
oll i
s de
dica
ted
to m
easu
ring
the
hope
, eng
agem
ent,
and
wel
l-bei
ng o
f Am
eric
a's
stud
ents
.
Gal
lup'
s re
sear
ch h
as s
how
n th
at h
ope,
eng
agem
ent,
and
wel
l-bei
ng a
re k
ey fa
ctor
s th
at d
rive
stud
ents
' gra
des,
ach
ieve
men
tsc
ores
, ret
entio
n, a
nd fu
ture
em
ploy
men
t.
By
mea
surin
g st
uden
ts' h
ope,
eng
agem
ent,
and
wel
l-bei
ng, t
he G
allu
p S
tude
nt P
oll w
ill h
elp
crea
te a
mor
e ho
pefu
l sto
ry a
bout
Am
eric
an e
duca
tion
in w
hich
stu
dent
s an
d te
ache
rs g
et to
do
wha
t the
y do
bes
t eve
ry d
ay, s
tude
nts'
wel
l-bei
ng a
nd s
ucce
ssm
atte
r to
the
com
mun
ity, a
nd th
eir p
erso
nal f
lour
ishi
ng le
ads
to s
choo
l and
com
mun
ity s
ucce
ss.
Ove
r 1.2
mill
ion
stud
ents
dro
p ou
t of h
igh
scho
ol e
very
yea
r. E
very
one
in th
e co
mm
unity
is a
sked
to d
o a
smal
l par
t to
mak
e a
neig
hbor
hood
a b
ette
r pla
ce fo
r you
ng p
eopl
e.
Hop
e
Hop
e| T
he id
eas
and
ener
gy w
e ha
ve fo
rth
e fu
ture
, driv
es e
ffort,
aca
dem
icac
hiev
emen
t, cr
edits
ear
ned,
and
rete
ntio
nof
stu
dent
s of
all
ages
.
•H
ope
is m
ore
pred
ictiv
e of
aca
dem
icsu
cces
s th
an tr
aditi
onal
mea
sure
s
•H
ope
item
s co
rrel
ate
posi
tivel
y w
ithac
adem
ic a
chie
vem
ent a
nd p
redi
ctac
adem
ic s
ucce
ss in
col
lege
bet
ter
than
hig
h sc
hool
GP
A a
nd A
CT/
SA
T.
En
gage
men
t
Enga
gem
ent|
The
invo
lvem
ent i
n an
den
thus
iasm
for s
choo
l, re
flect
s ho
w w
ell
stud
ents
are
kno
wn
and
how
ofte
n th
ey g
et to
do w
hat t
hey
do b
est.
•S
tude
nt e
ngag
emen
t dec
lines
from
gra
des
5 th
roug
h 12
*
•E
ngag
emen
t ite
ms
dist
ingu
ish
betw
een
high
and
low
per
form
ing
scho
ols.
*
Wel
l-B
ein
g
Wel
l-bei
ng| H
ow w
e th
ink
abou
t and
expe
rienc
e ou
r liv
es, t
ells
us
how
stu
dent
sar
e do
ing
toda
y an
d pr
edic
ts th
eir s
ucce
ssin
the
futu
re.
•45
% o
f U.S
. stu
dent
s su
rvey
ed a
reei
ther
stru
gglin
g or
suf
ferin
g*
•S
uffe
ring
stud
ents
are
muc
h m
ore
likel
y to
be
activ
ely
dise
ngag
ed a
tsc
hool
*
You
r Sc
orec
ard
>>
Use
the
follo
win
g qu
estio
ns to
pro
mpt
inte
rpre
tatio
n of
the
data
on
the
Gal
lup
Stu
dent
Pol
l Sco
reca
rd:
•W
hat i
s th
e bi
gges
t hig
hlig
ht o
nyo
ur G
allu
p S
tude
nt P
oll
Sco
reca
rd?
•W
hat r
esul
t on
the
Gal
lup
Stu
dent
Pol
l Sco
reca
rd m
ost c
once
rns
you?
•In
add
ition
to th
e hi
ghlig
ht a
ndbi
gges
t con
cern
, wha
t is
the
one
findi
ng y
ou w
ant t
o sh
are
with
the
broa
der c
omm
unity
?
*Sou
rce:
Ga
llu
p s
tud
ent
surv
ey d
ata
col
lect
ed v
ia W
eb a
nd
sca
n 2
00
6 t
hrou
gh
200
8, n
gt;
97,
00
0
Cop
yrig
ht
© 2
00
9 G
allu
p, I
nc.
All
rig
hts
res
erve
d|
Ter
ms
of U
se|
pri
vacy
sta
tem
ent
KLOFTIS
Typewritten Text
Appendix D
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
20
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
GA
LLU
P St
uden
t Pol
l|
Am
eric
a's P
rom
ise
Alli
ance
Fal
l 20
09
HO
UST
ON
ISD
The
Gal
lup
Stud
ent P
oll i
s a
brie
f mea
sure
of h
ope,
eng
agem
ent,
and
wel
l-bei
ng. T
he p
oll t
aps
into
the
hear
ts a
nd m
inds
of A
mer
ican
stu
dent
s to
det
erm
ine
wha
t driv
es w
ell-b
eing
and
ach
ieve
men
t.D
istr
ibut
ion
and
disc
ussi
on o
f the
Gal
lup
Stud
ent P
oll d
ata
will
hel
p cr
eate
a m
ore
hope
ful s
tory
abo
ut A
mer
ican
you
th a
nd e
duca
tion,
and
will
eng
age
pare
nts,
teac
hers
, and
com
mun
ity le
ader
s in
soci
al e
ntre
pren
eurs
hip.
Hop
e|
Gra
nd
Mea
n:4
.34
(ou
t of
5)
n=
5417
2
YOU
R D
ISTR
ICT
Hop
eful
- 47
%
Stuc
k - 3
2%
Dis
cour
aged
- 21
%
HO
PE B
Y G
RA
DE
*
(Gra
ndM
ean)
5th
6th
7th
8th
9th
10th
11th
12th
4.40
4.39
4.32
4.27
4.30
4.30
4.34
4.39
HO
PEan
dEN
GA
GEM
ENT
% E
ngag
ed
% N
ot E
ngag
ed
% A
ctiv
ely
Dis
enga
ged
Hop
e by
Gra
de v
alue
s no
t sho
w w
hen
n <
10
En
gage
men
t|
Gra
nd
Mea
n:3
.93
(ou
t of
5)
n=
546
77
YOU
R D
ISTR
ICT
Enga
ged
- 49%
Not
Eng
aged
- 29
%
Act
ivel
y D
isen
gage
d - 2
2%
ENG
AG
EMEN
T B
Y G
RA
DE
*
(Gra
ndM
ean)
5th
6th
7th
8th
9th
10th
11th
12th
4.31
4.19
3.95
3.80
3.75
3.65
3.66
3.70
Eng
agem
ent I
ndex
val
ues
not s
how
n w
hen
n <
10E
ngag
emen
t by
Gra
de v
alue
s no
t sho
w w
hen
n <
10
Wel
l-B
ein
g|
Gra
nd
Mea
n:8
.40
(ou
t of
10
)n
=6
011
7
YOU
R D
ISTR
ICT
Thriv
ing
- 58%
Stru
gglin
g - 4
0%
Suffe
ring
- 2%
WEL
L-B
EIN
G B
Y G
RA
DE
*
(Gra
ndM
ean)
5th
6th
7th
8th
9th
10th
11th
12th
8.23
8.29
8.33
8.38
8.51
8.55
8.57
8.61
WEL
L-B
EIN
Gan
dEN
GA
GEM
ENT
% E
ngag
ed
% N
ot E
ngag
ed
% A
ctiv
ely
Dis
enga
ged
Wel
l-Bei
ng b
y G
rade
val
ues
not s
how
whe
n n
< 10
PRO
MO
TIO
NIN
DEX
53
The
Pro
mot
ion
Inde
x re
pres
ents
the
perc
enta
ge o
f stu
dent
s w
ho
grad
uate
on
time
with
a d
iplo
ma,
as
repo
rted
by th
e E
dito
rial
Pro
ject
s in
Edu
catio
n (E
PE
) Res
earc
h C
ente
r.
PRO
MIS
EIN
DEX
63
Gal
lup'
s pa
rtner
org
aniz
atio
n, A
mer
ica'
s P
rom
ise
Alli
ance
, foc
uses
upo
n m
eetin
g th
e Fi
ve P
rom
ises
to k
ids:
carin
g ad
ults
, saf
e pl
aces
, a h
ealth
y st
art,
an e
ffect
ive
educ
atio
n, a
nd o
ppor
tuni
ties
to h
elp
othe
rs. T
he
Pro
mis
e In
dex
is th
e pe
rcen
tage
of s
tude
nts
who
hav
e fo
ur o
r fiv
e of
the
prom
ises
that
cha
nge
lives
met
.
- No
data
ava
ilabl
e* Ite
m M
ean
Scor
e C
ompa
rison
by
Gra
de(L
owes
t sco
res
by g
rade
inre
d, h
ighe
st s
core
s by
gra
de in
gree
n)
Cop
yrig
ht
© 2
00
9 G
allu
p, I
nc.
All
rig
hts
res
erve
d|
Ter
ms
of U
se|
Pri
vacy
Sta
tem
ent
KLOFTIS
Typewritten Text
21
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
Appendix D, continued
22
410
824.
69
11
410
844.
74
32
38
844.
68
22
37
864.
73
33
1231
514.
25
23
1231
524.
27
25
1633
444.
13
24
1635
434.
12
58
2532
303.
73
48
2533
303.
75
22
921
664.
46
22
922
654.
47
4.34
4.36
GA
LL
UP
Stu
de
nt
Po
ll |
Am
eri
ca's
Pro
mis
e A
llia
nce
Fal
l 20
09
HO
UST
ON
ISD
Tex
asN
atio
nal
Dat
a
Hop
e|G
ran
dM
ean
:
YOU
R D
ISTR
ICT
4.34
(ou
t of
5)
n =
5417
2
YOU
R S
TATE
4.36
(ou
t of
5)
n =
1179
66
YOU
R N
ATI
ON
4.37
(ou
t of
5)
n =
228
508
YOU
R D
ISTR
ICT
Hop
eful
- 47
%
Stuc
k - 3
2%
Dis
cour
aged
- 21
%
Hop
eful
Stuc
kD
isco
urag
ed
YOU
R D
ISTR
ICT
4732
21
YOU
R S
TATE
4833
19
YOU
R N
ATI
ON
5033
17
% E
ngag
ed
% N
ot E
ngag
ed
% A
ctiv
ely
Dis
enga
ged
Item
Mea
n Sc
ore
Com
paris
on b
y G
rade
*
Hop
e It
ems
Tota
l
n
Item
Res
pons
es
Stro
ngly
Dis
agre
eStro
ngly
Agr
ee%
1%
2%
3%
4%
5
Ove
rall
Gra
de It
em M
ean
Com
paris
on
Mea
n S
core
5th
6th
7th
8th
9th
10th
11th
12th
YOU
R D
ISTR
ICT
5859
24.
634.
664.
634.
634.
704.
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814.
86G
rad
uat
eYO
UR
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5797
4.64
4.69
4.72
4.72
4.74
4.80
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YOU
R D
ISTR
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5903
24.
574.
704.
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734.
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734.
73A
du
lt c
ares
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R S
TATE
1266
464.
634.
754.
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744.
744.
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74
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R D
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5917
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184.
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34G
et g
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des
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1267
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37
YOU
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5880
34.
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224.
104.
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054.
034.
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17P
urs
ue
goal
sYO
UR
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TE12
6197
4.27
4.21
4.13
4.07
4.03
4.02
4.07
4.15
YOU
R D
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5827
43.
753.
703.
633.
613.
703.
763.
843.
94W
ays
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nd
pro
blem
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R S
TATE
1254
403.
733.
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683.
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743.
813.
853.
96
YOU
R D
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5840
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644.
614.
534.
444.
394.
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274.
21F
ind
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R S
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1249
464.
634.
614.
564.
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404.
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24
YOU
R D
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ICT
5417
24.
404.
394.
324.
274.
304.
304.
344.
39H
ope
Gra
nd
Mea
n b
y G
rad
eYO
UR
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7966
4.40
4.40
4.37
4.33
4.32
4.33
4.35
4.40
- No
data
ava
ilabl
e
Item
Mea
n Sc
ore
Com
paris
on b
y G
rade
(Low
est s
core
s by
gra
de in
red
, hig
hest
sco
res
by g
rade
ingr
een
)
Cop
yrig
ht
© 2
00
9 G
allu
p, I
nc.
All
rig
hts
res
erve
d|
Ter
ms
of U
se|
Pri
vacy
Sta
tem
ent
KLOFTIS
Typewritten Text
22
KLOFTIS
Typewritten Text
Appendix D, continued
85
814
654.
246
47
1370
4.35
87
1827
403.
847
818
2839
3.85
55
1425
514.
115
615
2648
4.09
3513
1415
232.
7638
1414
1420
2.62
77
1626
443.
946
717
2743
3.93
1511
1823
333.
4716
1218
2232
3.44
1615
2020
293.
3015
1520
2129
3.34
3.93
3.94
GA
LL
UP
Stu
de
nt
Po
ll |
Am
eri
ca's
Pro
mis
e A
llia
nce
Fal
l 20
09
HO
UST
ON
ISD
Tex
asN
atio
nal
Dat
a
En
gage
men
t|G
ran
dM
ean
:
YOU
R D
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3.9
3(o
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677
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35
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9(o
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5
YOU
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Enga
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Not
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%
Act
ivel
y D
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Act
ivel
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4929
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4930
21
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5229
19
Item
Mea
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En
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men
t It
ems
Tota
ln
Item
Res
pons
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184.
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104.
05
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254.
013.
773.
663.
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613.
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73F
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1257
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YOU
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6674
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3.92
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YOU
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5496
23.
313.
192.
812.
592.
562.
382.
242.
36*A
du
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alls
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eYO
UR
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6879
3.28
3.01
2.67
2.46
2.41
2.27
2.17
2.31
YOU
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5888
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304.
263.
973.
783.
833.
693.
613.
64O
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y to
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best
YOU
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1262
024.
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823.
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62
YOU
R D
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5770
53.
943.
833.
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19R
ecog
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1241
243.
933.
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363.
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123.
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15
YOU
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5748
93.
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47*V
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UR
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3509
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3.51
YOU
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5467
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314.
193.
953.
803.
753.
653.
663.
70E
nga
gem
ent
Gra
nd
Mea
n b
y G
rad
eYO
UR
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TE11
8635
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4.20
4.01
3.87
3.78
3.69
3.66
3.68
- No
data
ava
ilabl
e
* N
ot in
clud
ed in
Eng
agem
ent I
ndex
or E
ngag
emen
t Gra
ndM
ean
calc
ulat
ions
Item
Mea
n Sc
ore
Com
paris
on b
y G
rade
(Low
est s
core
s by
gra
de in
red
, hig
hest
sco
res
by g
rade
ingr
een
)
Cop
yrig
ht
© 2
00
9 G
allu
p, I
nc.
All
rig
hts
res
erve
d|
Ter
ms
of U
se|
Pri
vacy
Sta
tem
ent
KLOFTIS
Typewritten Text
23
KLOFTIS
Typewritten Text
Appendix D, continued
7.24
7.20
8.40
8.44
2971
3565
1783
1684
2377
2575
2476
2575
8515
8614
892
793
8.40
8.44
GA
LL
UP
Stu
de
nt
Po
ll |
Am
eri
ca's
Pro
mis
e A
llia
nce
Fal
l 20
09
HO
UST
ON
ISD
Tex
asN
atio
nal
Dat
a
Wel
l-B
ein
g|G
ran
dM
ean
:
YOU
R D
ISTR
ICT
8.4
0(o
ut
of 1
0)
n =
60
117
YOU
R S
TATE
8.4
4(o
ut
of 1
0)
n =
128
368
YOU
R N
ATI
ON
8.4
6(o
ut
of 1
0)
n =
246
68
2
YOU
R D
ISTR
ICT
Thriv
ing
- 58%
Stru
gglin
g - 4
0%Su
fferin
g - 2
%
Thriv
ing
Stru
gglin
gSu
fferin
gYO
UR
DIS
TRIC
T58
402
YOU
R S
TATE
5939
2YO
UR
NA
TIO
N62
371
% E
ngag
ed%
Not
Eng
aged
% A
ctiv
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Dis
enga
ged
Item
Mea
n Sc
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Com
paris
on b
y G
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Wel
l-B
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ems
1To
tal
n
Ove
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de It
em M
ean
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ean
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re5t
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YOU
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6011
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047.
087.
117.
10St
ep a
t th
is t
ime
YOU
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TATE
1283
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317.
207.
127.
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037.
047.
06
YOU
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ICT
6011
78.
238.
298.
338.
388.
518.
558.
578.
61St
ep in
fiv
e ye
ars
YOU
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TATE
1283
688.
318.
398.
458.
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56Ite
m %
Yes
Scor
e C
ompa
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by
Gra
deIte
m R
espo
nses
%N
o%
Yes
5th
6th
7th
8th
9th
10th
11th
12th
YOU
R D
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5011
675
7370
6870
7071
74*T
reat
ed w
ith
resp
ect
YOU
R S
TATE
1076
7571
6864
6264
6363
67
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5694
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8285
8585
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85*S
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ghYO
UR
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1894
7882
8685
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8484
YOU
R D
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5613
182
8076
7475
7475
75*L
earn
or
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som
eth
ing
YOU
R S
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1201
0082
7775
7473
7273
73
YOU
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5510
584
8177
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69*E
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gh e
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gyYO
UR
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8825
8482
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922
1815
1312
1210
11*H
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ems
YOU
R S
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1167
4121
1714
1211
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11
YOU
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5525
091
9393
9192
9293
92
YOU
R D
ISTR
ICT
Step
at
Th
is T
imeSt
ep in
5 Y
ears
best
life
18 13 19 17 11 12 4 2 1 1 2
34 26 18 9 5 4 1 1 1 0 1
Wor
st li
fe*F
amil
y or
fri
end
sYO
UR
STA
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8456
9293
9392
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YOU
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6011
78.
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61Well-Being GrandMean by Grade
YOU
R S
TATE
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398.
458.
458.
478.
508.
498.
56
- No
data
ava
ilabl
e
*Not
incl
uded
in W
ell-B
eing
Inde
x or
Gra
ndM
ean
calc
ulat
ions
Item
Mea
n Sc
ore
and
"% Y
es"
by G
rade
(Low
est m
ean
scor
es o
r % Y
es re
spon
ses
by g
rade
inre
d, h
ighe
st b
y gr
ade
ingr
een
)1
WB
Inde
x ca
lcul
ated
from
resp
onse
s to
"Ste
p at
this
tim
e" a
nd "S
tep
in fi
ve y
ears
". W
B G
rand
Mea
n ca
lcul
ated
from
resp
onse
s to
"Ste
p in
5 Y
ears
".
Cop
yrig
ht
© 2
00
9 G
allu
p, I
nc.
All
rig
hts
res
erve
d|
Ter
ms
of U
se|
Pri
vacy
Sta
tem
ent
KLOFTIS
Typewritten Text
24
KLOFTIS
Typewritten Text
Appendix D, continued
GA
LL
UP
Stu
den
t P
oll
|A
mer
ica'
s P
rom
ise
All
ian
ceH
OU
STO
N I
SD
Eve
ry s
choo
l has
a s
tory
… w
hat
's y
ours
? The
Gal
lup
Stu
dent
Pol
l Com
mun
ity S
olut
ions
are
des
igne
d to
get
all
Am
eric
ans
invo
lved
in p
repa
ring
our y
oung
peo
ple
for a
prom
isin
g fu
ture
.
We
need
to c
ome
toge
ther
to e
nsur
e th
at e
very
stu
dent
has
the
best
cha
nce
of g
radu
atin
g fro
m h
igh
scho
ol a
nd c
olle
ge a
ndla
ndin
g a
good
job.
With
out a
sou
nd e
duca
tion
and
a go
od jo
b, th
e A
mer
ican
dre
am b
ecom
es th
e A
mer
ican
Myt
h.
The
conv
ersa
tion
abou
t the
futu
re o
f Am
eric
an y
outh
sta
rts w
ith a
sha
red
unde
rsta
ndin
g of
hop
e, e
ngag
emen
t, an
d w
ell-b
eing
and
data
col
lect
ed th
roug
h th
e G
allu
p S
tude
nt P
oll.
Pre
parin
g yo
ung
peop
le fo
r the
futu
re s
erve
s m
any
ends
. One
out
com
e th
at b
enef
its u
s al
l is
a hi
gher
hig
h sc
hool
gra
duat
ion
rate
. Ple
ase
see
the
Am
eric
a's
Pro
mis
e A
llian
ce w
ebsi
te a
nd re
ad th
e G
radN
atio
n R
epor
t to
lear
n m
ore
abou
t how
peo
ple
can
wor
k to
geth
er to
enc
oura
ge c
ompl
etio
n of
hig
h sc
hool
.
1stSh
are
You
r St
ory
Is y
our s
choo
l rea
lly k
now
n in
you
r com
mun
ity?
Sha
reyo
ur G
allu
p S
tude
nt P
oll S
core
card
with
you
r loc
alst
akeh
olde
rs. C
onsi
der t
he fo
llow
ing
ques
tions
:
•W
hich
peo
ple
(in a
nd o
ut o
f the
sch
ool s
yste
m) d
o yo
uw
ant t
o sh
are
the
Gal
lup
Stu
dent
Pol
l Sco
reca
rd w
ithto
day?
•H
ow d
o yo
u w
ant t
o sh
are
a su
mm
ary
of d
ata
from
the
Gal
lup
Stu
dent
Pol
l Sco
reca
rd w
ith p
aren
ts n
ext
wee
k?
•W
hich
com
mun
ity m
embe
rs a
nd a
fters
choo
l pro
gram
sdo
you
wan
t to
shar
e a
sum
mar
y of
dat
a fro
m th
eG
allu
p S
tude
nt P
oll S
core
card
with
in tw
o w
eeks
?
2nd
Act
on
th
e N
um
bers
You
r dat
a is
a s
prin
gboa
rd to
act
ion.
Invi
te e
duca
tors
in y
our s
choo
l and
you
rco
mm
unity
to w
ork
toge
ther
and
use
the
data
to d
rive
stud
ent h
ope,
enga
gem
ent,
and
wel
l-bei
ng b
y an
swer
ing
thes
e qu
estio
ns:
•W
hat a
re y
our g
oals
for c
hang
es y
ou w
ould
like
to s
ee in
you
r sch
ool i
n on
e,fiv
e, a
nd te
n ye
ars?
•H
ow a
re th
ese
goal
s lin
ked
with
spe
cific
indi
cato
rs o
n th
e G
allu
p S
tude
ntP
oll S
core
card
?
•Th
e 10
-yea
r goa
ls fo
r the
Gal
lup
Stu
dent
Pol
l are
to d
oubl
e ho
pe, b
uild
enga
ged
scho
ols,
and
boo
st w
ell-b
eing
. Gal
lup
aim
s to
hel
p 5
mill
ion
stud
ents
dis
cove
r and
dev
elop
thei
r stre
ngth
s. H
ow c
an y
ou a
chie
ve th
ese
goal
s in
you
r sch
ool?
•A
s a
natio
n, w
e m
ust a
ttain
a h
igh
scho
ol g
radu
atio
n ra
te o
f 85%
or b
ette
r.W
hat c
an y
ou d
o to
ach
ieve
this
in y
our s
choo
l?
3rdY
our
Solu
tion
s
How
can
you
eng
age
your
com
mun
ity to
pur
sue
thes
e go
als
with
you
?
Cop
yrig
ht
© 2
00
9 G
allu
p, I
nc.
All
rig
hts
res
erve
d|
Ter
ms
of U
se|
pri
vacy
sta
tem
ent
KLOFTIS
Typewritten Text
25
KLOFTIS
Typewritten Text
Appendix D, continued
GA
LL
UP
Stu
den
t P
oll
|A
mer
ica'
s P
rom
ise
All
ian
ceH
OU
STO
N I
SD
Com
mu
nit
y So
luti
ons
The
20 C
omm
unity
Sol
utio
ns a
re d
esig
ned
to p
rom
ote
the
best
in A
mer
ican
you
th. E
very
per
son
in a
com
mun
ity c
an d
o on
e th
ing
to e
nhan
ce h
ope,
enga
gem
ent,
or w
ell-b
eing
. Fiv
e of
thes
e st
rate
gies
invo
lve
mak
ing
the
mos
t of a
stu
dent
's s
treng
ths.
Whe
n w
e fo
cus
on w
hat i
s rig
ht w
ith s
tude
nts,
we
help
them
bec
ome
mor
e su
cces
sful
.
Le
arn
mo
re a
bo
ut
the
Ga
llu
p S
tud
en
tP
oll
Ed
uca
tio
n a
nd
Co
nsu
ltin
g S
erv
ice
s
Hop
e
"I ca
n fin
d lo
ts o
f way
s ar
ound
any
prob
lem
."
Goa
l| D
oubl
e H
ope
En
gage
men
t
"At t
his
scho
ol, I
hav
e th
e op
portu
nity
todo
wha
t I d
o be
st e
very
day.
"
Goa
l| B
uild
Eng
aged
Sch
ools
Wel
l-B
ein
g
"On
whi
ch s
tep
of th
e lif
e la
dder
(0-1
0)do
you
thin
k yo
u w
ill s
tand
in fi
ve y
ears
."
Goa
l| B
oost
Wel
l-Bei
ng
Stre
ngt
hs
"I ca
n qu
ickl
y na
me
my
own
stre
ngth
s."
Goa
l| D
isco
ver a
nd D
evel
op S
treng
ths
Par
ents
and
Oth
erC
areg
iver
sH
ope
| Tal
k to
you
r chi
ld a
bout
the
futu
re. M
ake
your
chi
ld's
goa
l(s) a
topi
cof
con
vers
atio
n at
hom
e. H
elp
your
chi
ldde
velo
p th
e id
eas
and
ener
gy n
eede
d to
mak
e a
goal
a re
ality
.
Con
vers
atio
n St
arte
r| "W
hat a
re y
our
hope
s an
d w
ishe
s fo
r the
futu
re?
Wha
tdo
you
nee
d to
get
whe
re y
ou w
ant t
ogo
?"
Enga
gem
ent|
Giv
e yo
ur c
hild
pers
onal
ized
feed
back
, rec
ogni
tion,
and
prai
se fo
r effo
rt an
d do
ing
wha
t he
orsh
e do
es b
est.
Con
vers
atio
n St
arte
r| "L
et's
cel
ebra
teyo
ur g
reat
wor
k on
nam
e of
spe
cific
task
by s
pend
ing
the
next
hou
r pla
ying
you
rfa
vorit
e ga
me.
"
Wel
l-Bei
ng| S
pend
qua
lity
soci
al ti
me
with
you
r chi
ld a
nd c
reat
e a
plac
e in
the
hom
e w
here
he
or s
he c
an e
nter
tain
frien
ds.
Con
vers
atio
n St
arte
r| "W
hen
do y
ouw
ant t
o in
vite
you
r frie
nds
over
to o
urho
me?
I am
hap
py to
hel
p yo
u pl
an fo
rth
at."
Stre
ngth
s| N
ame
your
chi
ld's
stre
ngth
sby
adm
inis
terin
g a
stre
ngth
s m
easu
re,
prin
ting
resu
lts, a
nd p
ostin
g th
em in
the
hom
e.
Con
vers
atio
n St
arte
r| "H
ow d
id y
ouus
ena
me
of a
spe
cific
stre
ngth
at s
choo
lto
day?
"
Teac
hers
,C
ouns
elor
s, a
ndA
dvis
ors
Hop
e| H
elp
stud
ents
dev
elop
num
erou
sw
ays
to o
verc
ome
obst
acle
s an
d to
get
good
gra
des.
Cla
ssro
om A
ctiv
ity| S
tude
nts
get s
tuck
whe
n re
al a
nd p
erce
ived
obs
tacl
es b
lock
acad
emic
goa
ls. A
sk s
tude
nts
abou
t the
big
obst
acle
s to
get
ting
a go
od g
rade
on
an a
ssig
nmen
t or t
est.
Enc
oura
gest
uden
ts to
hel
p ea
ch o
ther
ove
rcom
eth
e pe
rson
al a
nd s
ituat
iona
l obs
tacl
es.
Enga
gem
ent|
Get
to k
now
you
rst
uden
ts e
ven
bette
r by
conn
ectin
g w
ithth
em o
n an
indi
vidu
al le
vel a
nd b
yid
entif
ying
the
inte
rest
s an
d re
sour
ces
ofev
ery
stud
ent.
Cla
ssro
om A
ctiv
ity| C
ondu
ct a
brie
f, 1
on 1
"Foc
us o
n Y
ou" w
ith e
ach
of y
our
stud
ents
(dur
ing
the
first
term
of a
sch
ool
year
if p
ossi
ble)
. Hav
e st
uden
ts a
nsw
erth
e fo
llow
ing
ques
tions
:
Wel
l-Bei
ng| G
ive
stud
ents
tim
e ea
chw
eek
to d
o w
hat t
hey
do b
est w
ith a
nem
phas
is o
n lin
king
sch
ool s
ucce
ss to
futu
re s
ucce
ss in
sch
ool a
nd w
ork.
Cla
ssro
om A
ctiv
ity| E
ncou
rage
the
stud
ents
to k
eep
a w
eekl
y su
cces
s lo
gth
at is
div
ided
into
thre
e se
ctio
ns:
1.M
y S
ucce
sses
2.H
ow A
re M
y S
ucce
sses
Con
nect
ed to
my
Sch
ool
Stre
ngth
s| F
irst,
disc
over
and
dev
elop
your
ow
n st
reng
ths.
The
n, h
elp
stud
ents
use
stre
ngth
s in
goo
d tim
es a
nd in
bad
.
Cla
ssro
om A
ctiv
ity| A
sk th
e st
uden
tsto
writ
e ab
out a
nd/o
r dra
w a
n ill
ustra
tion
of a
tim
e w
hen
one
of th
eir s
treng
ths
help
ed h
im/h
er s
ucce
ed o
n a
diffi
cult
task
. Ask
for v
olun
teer
s w
ho w
ish
tore
ad/e
xpla
in th
eir i
llust
ratio
ns to
clas
smat
es o
r jus
t to
you.
Sha
re
KLOFTIS
Typewritten Text
26
KLOFTIS
Typewritten Text
Appendix D, continued
1."W
hat n
ame
do y
ou p
refe
r to
beca
lled?
"
2."W
hat a
re y
our "
hot b
utto
ns" (
i.e.,
activ
ities
/thin
gs th
at in
tere
st, e
xcite
,or
are
impo
rtant
to y
ou)?
"
3."W
ho m
akes
you
feel
like
you
mat
ter?
"
3.H
ow A
re M
y S
ucce
sses
Con
nect
ed to
My
Futu
re
Hav
e st
uden
ts re
view
thei
r log
mon
thly
to c
hoos
e a
best
suc
cess
to s
hare
with
aca
ring
adul
t. E
ncou
rage
stu
dent
s to
shar
e be
st s
ucce
sses
at p
aren
t- te
ache
rco
nfer
ence
s.
stre
ngth
s st
orie
s at
par
ent-t
each
erco
nfer
ence
s.
Prin
cipa
ls a
ndS
uper
inte
nden
tsH
ope
| Con
duct
a b
arrie
r ana
lysi
s w
ithte
ache
rs a
nd s
tude
nts
to id
entif
y th
ebi
gges
t obs
tacl
es to
stu
dent
s m
akin
ggo
od g
rade
s in
sch
ool.
Lead
ersh
ip a
nd P
olic
y Im
plic
atio
n|
Elim
inat
e th
e ba
rrie
rs to
stu
dent
achi
evem
ent.
Sta
rt w
ith s
mal
l obs
tacl
esan
d w
ork
tow
ard
nece
ssar
y po
licy
chan
ges.
Enga
gem
ent|
Dem
onst
rate
the
rele
vanc
e of
toda
y's
elem
enta
ry a
ndse
cond
ary
cour
sew
ork
for h
ighe
red
ucat
ion
and
the
emer
ging
wor
kfor
cew
hile
mai
ntai
ning
the
rigor
ass
ocia
ted
with
hig
h ac
adem
ic s
tand
ards
.
Lead
ersh
ip a
nd P
olic
y Im
plic
atio
n|
Stu
dent
s w
ho s
ee s
choo
lwor
k as
impo
rtant
bec
ome
enga
ged
at s
choo
l.S
choo
lwor
k is
con
side
red
impo
rtant
ifth
e re
leva
nce
of w
hat s
tude
nts
lear
nto
day
is li
nked
to w
hat t
hey
will
be
lear
ning
in th
e fu
ture
and
to th
eir c
hose
nfie
ld o
f wor
k.
Wel
l-Bei
ng| I
nvite
teac
hers
to n
omin
ate
alum
s of
you
r sch
ool w
ho a
re s
ucce
ssfu
lco
mm
unity
mem
bers
who
app
ear t
oha
ve h
igh
wel
l-bei
ng. W
ork
with
eac
hro
le m
odel
to d
evel
op a
pla
n on
how
they
cou
ld s
hare
thei
r exp
erie
nces
with
youn
g pe
ople
from
thei
r hom
ene
ighb
orho
od.
Lead
ersh
ip a
nd P
olic
y Im
plic
atio
n|
Alu
ms
of y
our s
choo
l will
be
cons
ider
edm
ore
appe
alin
g ro
le m
odel
s fo
r suc
cess
and
wel
l-bei
ng. H
elp
stud
ents
gen
erat
e a
posi
tive
outlo
ok fo
r the
futu
re b
yco
nnec
ting
with
a d
iver
se g
roup
of c
arin
gad
ults
.
Stre
ngth
s| D
evel
op a
stre
ngth
s-ba
sed
lead
ersh
ip te
am a
t you
r sch
ool.
Lead
ersh
ip a
nd P
olic
y Im
plic
atio
n|
Iden
tify
the
stre
ngth
s of
the
lead
ers
inyo
ur s
choo
l sys
tem
and
wor
k to
leve
rage
the
stre
ngth
s of
the
entir
e le
ader
ship
team
. Mee
t fol
low
er (t
each
ers,
par
ents
,af
ters
choo
l cou
nsel
ors,
com
mun
itym
embe
rs, s
tude
nts)
nee
ds o
fco
mpa
ssio
n, tr
ust,
stab
ility
, and
hop
e.
Afte
rsch
ool
Cou
nsel
ors
and
Pee
r Men
tors
Hop
e| P
rovi
de a
t lea
st o
ne m
ento
r to
each
stu
dent
thro
ugh
your
pro
gram
or
anot
her p
artn
er p
rogr
am in
the
com
mun
ity.
Prog
ram
Impl
icat
ion
| Afte
rsch
ool
prog
ram
s in
one
com
mun
ity c
an a
lign
with
oth
er p
rogr
ams
and
prov
ide
high
erqu
ality
wra
p ar
ound
ser
vice
s fo
r stu
dent
sby
stra
tegi
cally
link
ing
to o
ne a
noth
eran
d en
surin
g th
at re
sour
ces
(i.e.
,m
ento
ring)
are
max
imiz
ed.
Enga
gem
ent|
Con
duct
som
e of
the
afte
r sch
ool a
ctiv
ities
on
a ne
arby
sch
ool
cam
pus.
Prog
ram
Impl
icat
ion
| Stu
dent
s flo
uris
hin
saf
e pl
aces
with
the
supp
ort o
f car
ing
adul
ts. G
reat
sch
ools
and
afte
rsch
ool
prog
ram
s th
at c
ome
toge
ther
in a
com
mon
pla
ce, t
he s
choo
l bui
ldin
g, h
elp
stud
ents
real
ize
thei
r saf
ety
net i
s bi
gan
d st
rong
.
Wel
l-Bei
ng| A
lway
s m
ake
time
for f
unan
d ga
mes
.
Prog
ram
Impl
icat
ion
| Pos
itive
feel
ings
such
as
inte
rest
, joy
, and
hap
pine
ssm
ake
each
day
bet
ter a
nd th
ese
emot
ions
are
ass
ocia
ted
with
goo
dhe
alth
and
wel
l-bei
ng. A
fters
choo
lpr
ogra
ms
prov
ide
uniq
ue, s
peci
aliz
edse
rvic
es, b
ut a
ll pr
ogra
ms
shou
ldgu
aran
tee
the
outc
omes
of l
augh
ter a
ndsm
iles.
Stre
ngth
s| P
rogr
am s
taff
build
ssp
ecia
lized
ski
lls in
iden
tifyi
ng a
ndde
velo
ping
stre
ngth
s of
stu
dent
s.
Prog
ram
Impl
icat
ion
| Stu
dent
s ha
ve a
bette
r cha
nce
at b
eing
suc
cess
ful w
hen
usin
g th
eir s
treng
ths
rath
er th
anm
anag
ing
wea
knes
ses.
Tra
ined
pro
gram
staf
f and
oth
er c
arin
g ad
ults
can
hel
pst
uden
ts c
apita
lize
on th
eir s
treng
ths
ona
regu
lar b
asis
.
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
27
KLOFTIS
Typewritten Text
Appendix D, continued
Bus
ines
s P
eopl
ean
d N
eigh
bors
Hop
e| H
elp
youn
g pe
ople
mak
eco
nnec
tions
bet
wee
n do
ing
wel
l in
scho
ol a
nd g
ettin
g a
good
job.
Dem
ystif
yth
e st
eps
for m
akin
g go
od c
aree
rde
cisi
ons.
Smal
l Act
| Sho
w a
nd te
ll a
youn
gpe
rson
how
sou
nd e
duca
tion
and
deci
sion
-mak
ing
are
rela
ted
to la
ndin
g a
good
job.
Enga
gem
ent|
Cre
ate
a sa
fe z
one
arou
nd y
our l
ocal
sch
ool.
You
ng p
eopl
ew
ho fe
el s
afe
in th
eir n
eigh
borh
ood
and
scho
ol b
ecom
e m
ore
enga
ged
in d
aily
lear
ning
.
Smal
l Act
| Con
duct
a s
afet
y au
dit o
fyo
ur lo
cal n
eigh
borh
ood,
bet
wee
n yo
urho
me
and
busi
ness
and
the
near
est
scho
ol b
uild
ing.
Brin
g a
youn
g pe
rson
alon
g w
ith y
ou to
see
the
com
mun
ityth
roug
h hi
s or
her
eye
s. V
isit
with
sch
ool
prin
cipa
l abo
ut h
is o
r her
nee
ds to
mak
eth
e sc
hool
saf
er. O
n a
mon
thly
bas
is,
pick
up
trash
, rem
ove
graf
fiti a
nd b
light
,im
prov
e st
reet
cro
ssin
gs a
nd s
igna
ge,
and
repo
rt ot
her s
afet
y co
ncer
ns to
appr
opria
te c
ity o
ffice
s.
Wel
l-Bei
ng| G
ive
youn
g pe
ople
aw
ell-b
eing
boo
st th
roug
h a
posi
tive
expe
rienc
e th
at m
ay b
e ot
herw
ise
unav
aila
ble
to th
em.
Smal
l Act
| Inv
ite a
you
ng p
erso
n to
afu
n, e
xciti
ng e
xper
ienc
e at
you
r hom
e,ne
ighb
orho
od, a
lma
mat
er, o
r offi
ce.
Stre
ngth
s| C
apita
lize
on w
hat y
oung
peop
le a
nd s
choo
ls in
you
r com
mun
ityar
e do
ing
right
and
enc
oura
ge th
em to
do m
ore
of it
.
Smal
l Act
| Ask
a y
oung
per
son
abou
tth
e hi
ghlig
ht o
f the
ir w
eek,
list
en a
ctiv
ely,
mirr
or th
e en
thus
iasm
, and
ask
two
mea
ning
ful q
uest
ions
abo
ut th
e hi
ghlig
ht.
Cop
yrig
ht
© 2
00
9 G
allu
p, I
nc.
All
rig
hts
res
erve
d|
Ter
ms
of U
se|
pri
vacy
sta
tem
ent
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
28
KLOFTIS
Typewritten Text
KLOFTIS
Typewritten Text
Appendix D, continued
GA
LL
UP
Stu
den
t P
oll
|A
mer
ica'
s P
rom
ise
All
ian
ceH
OU
STO
N I
SD
Glo
ssar
y of
Ter
ms
Hop
e|
the
idea
s an
d e
ner
gy w
e h
ave
for
the
futu
re
Hop
eful
| stu
dent
s po
sses
s nu
mer
ous
idea
s an
d ab
unda
nt e
nerg
y fo
r the
futu
re
Stuc
k| s
tude
nts
gene
rate
littl
e m
omen
tum
tow
ard
the
futu
re
Dis
cour
aged
| stu
dent
s la
ck id
eas
and
ener
gy fo
r the
futu
re
En
gage
men
t|
invo
lvem
ent
in a
nd
en
thu
sias
m f
or s
choo
l
Enga
ged
| stu
dent
s ar
e hi
ghly
invo
lved
with
and
ent
husi
astic
abo
ut s
choo
l
Not
Eng
aged
| stu
dent
s ar
e pr
esen
t but
not
invo
lved
with
or e
nthu
sias
tic a
bout
sch
ool
Act
ivel
y D
isen
gage
d| s
tude
nts
unde
rmin
e th
e ed
ucat
iona
l pro
cess
for s
elf a
nd o
ther
s
Wel
l-B
ein
g|
how
we
thin
k ab
out
and
exp
erie
nce
ou
r li
ves
Thriv
ing
| stu
dent
s th
ink
abou
t pre
sent
and
futu
re li
fe in
pos
itive
term
s; th
ey te
nd to
be
in g
ood
heal
th a
nd h
ave
stro
ng s
ocia
l sup
port.
Stru
gglin
g| s
tude
nts
lack
pos
itive
thou
ghts
and
exp
erie
nces
; the
y te
nd to
wor
ry a
bout
mee
ting
the
daily
dem
ands
of l
ife.
Suffe
ring
| stu
dent
s th
ink
abou
t cur
rent
and
futu
re li
fe in
neg
ativ
e te
rms;
they
tend
to h
ave
less
acc
ess
to b
asic
nee
ds (e
.g.,
good
food
and
hea
lthca
re)
The
pie
char
t and
eng
agem
ent m
atrix
on
the
left
and
right
sid
es o
f the
sco
reca
rd re
spec
tivel
y, in
clud
e re
spon
ses
to q
uest
ions
abo
ut s
tude
nts'
pre
sent
and
futu
re. F
or e
xam
ple,
they
incl
ude
resp
onse
s to
the
ques
tions
, "O
n w
hich
ste
p of
the
ladd
er w
ould
you
say
you
per
sona
lly fe
el y
ou s
tand
at t
his
time?
" (P
rese
nt) a
nd "O
n w
hich
ste
p do
you
thin
k yo
u w
ill s
tand
abo
ut fi
ve y
ears
from
now
?" (F
utur
e).
The
Gra
ndM
ean
by g
rade
cha
rt in
the
mid
dle
of th
e sc
orec
ard
does
not
incl
ude
resp
onse
s to
the
ques
tion
abou
t stu
dent
s' p
rese
nt. I
n ot
her w
ords
, it d
oes
not i
nclu
de re
spon
ses
to th
equ
estio
n, "O
n w
hich
ste
p of
the
ladd
er w
ould
you
say
you
per
sona
lly fe
el y
ou s
tand
at t
his
time?
"
Pro
mot
ion
In
dex
KLOFTIS
Typewritten Text
29
KLOFTIS
Typewritten Text
Appendix D, continued
The
Pro
mot
ion
Inde
x is
repo
rted
for t
he lo
wes
t lev
el (i
.e.,
scho
ol, d
istri
ct, o
r sta
te) f
or w
hich
dat
a is
ava
ilabl
e.
The
perc
enta
ge o
f stu
dent
s w
ho g
radu
ate
on ti
me
with
a d
iplo
ma,
as
repo
rted
by th
e E
dito
rial P
roje
cts
in E
duca
tion
(EP
E) R
esea
rch
Cen
ter.
This
hig
h sc
hool
gra
duat
ion
rate
cap
ture
s fo
ur k
eyst
eps
a st
uden
t mus
t tak
e in
ord
er to
gra
duat
e: th
ree
grad
e-to
-gra
de p
rom
otio
ns (g
rade
9 to
10,
gra
de 1
0 to
11,
and
gra
de 1
1 to
12)
and
then
ear
ning
a s
tand
ard
dipl
oma
(gra
de 1
2 to
grad
uatio
n). T
he P
rom
otio
n In
dex
data
are
from
the
high
sch
ool c
lass
of 2
005
(the
mos
t rec
ent y
ear f
or w
hich
dat
a ar
e av
aila
ble)
, not
from
stu
dent
resp
onse
s to
the
Gal
lup
Stu
dent
Pol
l.
Pro
mis
e In
dex
The
perc
enta
ge o
f stu
dent
s w
ho e
xper
ienc
e fo
ur o
r fiv
e of
the
prom
ises
that
cha
nge
lives
(car
ing
adul
ts, s
afe
plac
es, a
hea
lthy
star
t, ef
fect
ive
educ
atio
n, o
ppor
tuni
ties
to h
elp
othe
rs).
See
the
Am
eric
a's
Pro
mis
e A
llian
ce W
eb s
ite fo
r mor
e in
form
atio
n ab
out t
he fi
ve p
rom
ises
: http
://w
ww
.am
eric
aspr
omis
e.or
g/A
PA
.htm
.
Hop
e an
d E
nga
gem
ent
| th
is m
atri
x d
isp
lays
th
e jo
int
dis
trib
uti
on o
f h
ope
and
en
gage
men
t.
Eac
h ce
ll gi
ves
the
perc
enta
ge o
f stu
dent
s th
at m
eet c
riter
ia fo
r a p
artic
ular
hop
e cl
assi
ficat
ion
and
a pa
rticu
lar e
ngag
emen
t cla
ssifi
catio
n (e
.g.,
hope
ful b
y no
t eng
aged
).
Wel
l-B
ein
g an
d E
nga
gem
ent
| th
is m
atri
x d
isp
lays
th
e jo
int
dis
trib
uti
on o
f w
ell-
bein
g an
d e
nga
gem
ent.
Eac
h ce
ll gi
ves
the
perc
enta
ge o
f stu
dent
s th
at m
eet c
riter
ia fo
r a p
artic
ular
wel
l-bei
ng c
lass
ifica
tion
and
a pa
rticu
lar e
ngag
emen
t cla
ssifi
catio
n (e
.g.,
thriv
ing
by n
ot e
ngag
ed).
Cop
yrig
ht
© 2
00
9 G
allu
p, I
nc.
All
rig
hts
res
erve
d|
Ter
ms
of U
se|
pri
vacy
sta
tem
ent
KLOFTIS
Typewritten Text
30
KLOFTIS
Typewritten Text
Appendix D, continued
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