Spring 2023 Survey Results
Highlights from statewide aggregate data across each of the three survey domains
Social & Emotional Learning (SEL)
- Approximately 1 in 5 students have low SEL skills.
- Gaps exist in SEL - relationship skills and responsible decision making appear to be the major issues.
- White and Asian or Asian American students have a higher SEL score compared to all other races and ethnicities.
- Students who identified as male feel like they belong at their school substantially more than all other gender identities.
- Students who identified as female care more about other people’s feelings notably more than those who identified as male or preferred to self-describe.
- Non-binary students and those who prefer to self-describe their gender have lower SEL scores compared to male or female students.
- Student Engagement is higher in elementary grades than in middle or high school.
- All grade levels showed a high score for Classroom Rigor, though it decreased as the grade level increased.
- Students put significantly less effort into learning at school as their grade level progressed, with the exception of a 3% increase from 11th grade to 12th grade.
- Growth Mindset is notably higher in elementary grades compared to high school. Classroom Climate appears to be the problem.
- Growth Mindset is significantly lower in students who identify as non-binary and those who prefer to self-describe.
- Students who identified as Native Hawaiian or Other Pacific Islander, non-binary, and those who preferred to self-describe their gender identity feel less respected by teachers.
- On average, students in elementary grades have a higher sense of belonging than students in high school - Relationships and Cultural Awareness are the issues.
- All grade levels showed a low score for Cultural Awareness.
- Students who identified as male or White had higher scores in Fairness compared to other gender identities and races/ethnicities.
- Older students are less likely to report if they saw students or adults being treated poorly because of their gender, race, ethnicity, or culture.
- Students who identify as male and those who prefer to self-describe are less likely to report students or adults being treated poorly because of their gender, race, ethnicity, or culture.