Community Education Survey Surveying the Dalton-Whitfield Community
THE UNIVERSITY OF GEORGIA March 11, 2013 www.archwaypartnership.uga.edu
TABLE OF CONTENTS
SURVEY OVERVIEW ............................................................................................................................... 2 DRAFTING PROCESS ................................................................................................................... 2 SURVEY ROLL-OUT ................................................................................................................... 2 KEY TAKEAWAYS ................................................................................................................................... 3 EXECUTIVE SUMMARY ......................................................................................................................... 4 SURVEY ALIGNMENT TO COMMUNITY POPULATION ............................................................................ 7 KEY DEMOGRAPHICS ............................................................................................................................ 8 RELATIONSHIP TO DPS/WCS ....................................................................................................... 9 PARENTAL STATUS ................................................................................................................... 10 AGE ..................................................................................................................................... 12 HOUSEHOLD INCOME................................................................................................................ 13 EDUCATIONAL ATTAINMENT ....................................................................................................... 15 PERSONNEL, PARENTS, AND THE COMMUNITY .................................................................................. 16 APPENDIX: RESPONDENT COMMENTS .............................................................................................. 19 SCHOOL OUTCOMES ................................................................................................................. 20 FACULTY AND STAFF ................................................................................................................. 20 SAFETY AND SECURITY ............................................................................................................... 21 LITERACY COLLABORATIVE ......................................................................................................... 21 PARENT ENGAGEMENT .............................................................................................................. 21 BOARD OF EDUCATION .............................................................................................................. 21 SURVEY DESIGN ....................................................................................................................... 21 APPENDIX: SURVEY (ENGLISH) .......................................................................................................... 22 APPENDIX: SURVEY (SPANISH) .......................................................................................................... 23 APPENDIX: PRESS RELEASE ................................................................................................................. 24 APPENDIX: SCHOOL BOARD CHAIRMEN OP-ED .............................................................................. 25
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S URVEY O VERVIEW This survey was a collaboration between Dalton Public Schools, Whitfield County Schools, and University of Georgia Archway Partnership. It was created to measure local public perceptions of the two local school districts and the basis for those perceptions. The survey questions were written to align with similar national education surveys, particularly the Phi Delta Kappa/Gallup annual poll on the Public’s Attitudes Toward the Public Schools (http://www.pdkintl.org/poll). The survey was also designed to be accessible by a diverse community of individuals. According to the 2010 U.S. Census Bureau’s American Community Survey, 27.9% of Whitfield County households speak Spanish at home. With this in mind, a Spanish version was created and distributed directly to the Spanish-speaking community.
Drafting Process The following is a brief timeline of the creation of the survey. ! ! ! ! ! ! !
November 2012 – Archway Executive Committee agrees to sponsor a study to help school systems obtain information on how the local public perceives the school systems and the basis for those perceptions November 2012 – Archway develops an original survey version and pilots it with both school board chairmen (Louis Fordham and Danny Crutchfield) for feedback; School board chairmen agree to a timeline November 2012 – UGA College of Education faculty review the survey and make suggestions for alignment with national education surveys December 2012 – Archway pilots a revised survey with school superintendents (Danny Hayes and Jim Hawkins), incorporating their feedback and timeline suggestions Mid-December 2012 – Survey is publicized and circulated throughout community; Archway presents an overview of the process to DPS Board of Education December 2012—January 2013 – Survey responses collected February 2013 – Survey is closed and responses were compiled into this report
Survey Roll-Out The survey was mainly distributed using a hyperlink to a web-based analytics website (Survey Monkey) where the surveys were collected. In addition, print surveys were made available to the public at individual school sites, school district headquarters, the Greater Dalton Chamber of Commerce, and local WIC offices. In addition, key groups in the community were utilized to distribute the survey to as diverse an audience as possible. These groups included: the Carpet & Rug Institute, Dalton Daily Citizen, Dalton State College, Dalton Utilities, the Downtown Dalton Development Authority, Family Connection Collaborative, Greater Dalton Chamber of Commerce, Health Department, Joint Development Authority, Leadership Dalton-Whitfield, Mohawk, Shaw Management Associates, St. Joseph’s Catholic Church, and WIC. A concerted effort was also made to reach community members through local media. A press release was distributed to local media outlets announcing the roll-out of the survey, resulting in numerous local articles and announcements about how to access the survey. Further, an opinion-editorial was co-written by both local school board chairmen announcing the creation of the survey and was published in the local newspaper on the Sunday prior to the roll-out of the survey. The press release and opinion-editorial are included as appendices to this report.
2
K EY T AKEAWAYS Survey Responses Are On-Track with National Trends Aggregate responses show alignment with similar national surveys such as the Phi Delta Kappa/Gallup annual poll on the Public’s Attitudes Towards Public Schools. Respondents to both surveys showed higher confidence in schools closer to them (i.e. the local district and specific local schools versus the national public schools overall). See page 4. Respondents Believe Local Public Schools are Doing a Good Job Survey responses across all demographics showed high confidence in local public schools, amounting to a strong “B” grade. This result appears to show a strong community belief that local public schools are performing well yet have room for improvement. What is not reflected in this survey is whether individual survey respondents believe an “A” grade represents no room for improvement and thus would never give a local district an “A” grade. See page 4. Younger Respondents Are More Optimistic About Public Schools Nationally Respondents under 40 years old displayed the highest confidence in public schools. The gap was widest at the national level, with 41% of those under 40 giving an “A” or “B” grade to national public schools while only 28% of those over 40 did so. This gap seemed to almost disappear at the local level, with the under-40 respondents grading local schools higher only four percent of the time. See pages 12 and 13. Personnel, Parents, and Other Community Members Generally Agree on Criteria Parents seem to be more confident in their highest ranked criteria, displaying higher percentages for these criteria than other respondents. However, this does not necessarily indicate a disagreement among groups as to which criteria are the most important. In fact, all three groups agreed on the general importance of the criteria, ranking the same criteria in their top four (graduation rate, student grades, interaction with personnel, and enrollment in a 4-year program), middle two (HOPE eligibility and college graduation rate), and bottom three (grade-level status, standardized exams, and technical program enrollment). See pages 16-18. Household Income and Educational Attainment Create Sharp Differences in Grading of Public Schools at Local and National Levels Perhaps the sharpest divide in responses occurs along household income and educational attainment. Those with lower household income or lower educational attainment are more likely to award an “A” or “B” grade to public schools at both the local and national levels. However, those with the highest household income and educational attainment are more likely to award a “B” or “C” grade. Nearly half of those with the highest household income and educational attainment gave the local district a “B” grade and public schools nationally a “C” grade. Regardless of income or attainment levels, all respondents awarded specific local schools the highest grades. See pages 13-16. Parents and Community Members Place Lower Emphasis on Local Standardized Tests Non-district personnel ranked local benchmark exams lowest in evaluative criteria. This group seemed to place more emphasis on national exams that determine a student’s ability to enter and perform well in college, ranking as most important national standardized tests (college entrance and AP exams) and measures of annual progress. This may indicate that parents and community members have differing understandings of local benchmark exams. See page 18. High School Graduation Rate and Individual Student Grades Are Key for All Respondents Among all demographics, high school graduation rate and individual student grades were ranked as the most important evaluative criteria. District personnel were the only group to rank interaction with district personnel higher than individual student grades. See pages 5 and 16-17.
3
E XECUTIVE S UMMARY Grade: Dalton/Whitfield Public Schools
Total Local residents Non-residents
Respondents were asked to assign a grade to the public schools in Dalton and Whitfield County. Responses from the local survey are compared below to the responses from the 2012 national Phi Delta Kappa/Gallop poll. A
B
20%
12%
B
44%
36% 23%
C D
4% 3%
F
2% 4%
31%
6% 4%
Unsure
Dalton Respondents
National Survey Results
Grade: Specific Local Public School Respondents were asked to assign a grade to the specific pubic school in Dalton or Whitfield County that they are most familiar with. 33% 37%
A
B
39% 40%
B 15% 16%
C D F Unsure
4% 6% 2% 0% 1%
5%
Grade: National Public Schools Respondents were asked to assign a grade to public schools nationally. A
C
1%
6%
B
28%
18%
41%
C 12%
D F
5% 7%
Unsure
7% 4%
23%
47%
2,373 76% 17%
School District Affiliation Dalton Public Schools Whitfield County Schools Both Neither
33% 45% 11% 4%
Adults Parents Non-parents DPS/WCS employees* DPS/WCS graduates
75% 18% 37% 37%
Parents/Guardians DPS/WCS parents*1 Local private school parents* Other parents Non-parents
38% 3% 14% 18%
Age Under 40 40-60 years old Older than 60
38% 40% 12%
Gender Female Male
60% 27%
Race Am. Indian/Alaskan Native Asian Black/African-American White Other No response
1% 1% 2% 79% 0% 17%
Ethnicity Hispanic/Latino Non-Hispanic/Latino No response
12% 77% 11%
*Current or former 1 Does not include current or former DPS/WCS personnel
4
Criteria to Determine Public School Quality Household Income $12,000 and below $12,001 - $24,000 $24,001 - $36,000 $36,001 - $48,000 $48,001 - $60,000 $60,001 - $72,000 $72,001 - $84,000 $84,001 - $100,000 Greater than $100,000 No response At or below 2010 federal poverty level1 At or below 2010 Georgia per capita income level2
Educational Attainment No high school Some high school High school degree Some technical program Technical degree Some college College degree Some graduate/ professional program Graduate or professional degree 1
3% 6% 8% 6% 9% 8% 7% 11% 25% 18%
Number of students who graduate from high school
68%
20%
Individual student grades/progress
64%
23%
Interaction with district personnel (teachers, staff, administrators, etc.)
60%
27%
9% 17%
2% 3% 8% 1% 2% 12% 24% 5% 33%
In 2010, the federal poverty level for a family of four was $22,050. 2 In 2010, the Georgia average income level was $34,531.
Number of students who graduate and enroll in a 4-year college program without the need for remediation courses ("catch-up" courses)
29%
Number of students who ultimately graduate from a 4-year college program
50%
33%
Number of students who graduate and are eligible for the HOPE scholarship
47%
36%
Number of students considered on grade level by local school standards
45%
36%
Number of students who graduate and enroll in a technical program
35%
Student performance on standardized exams (local, state, and national)
32%
Highly important
5
56%
41%
41%
Somewhat important
Standardized Tests to Determine Public School Quality
College entrance exams (SAT, ACT)
Measures of annual progress (End-of-Course tests, etc.)
National Advanced Placement (AP) exams
44%
39%
40%
36%
State-administered competency tests (CRCT, 8th grade Writing Assessment, High School Writing Test, High School Graduation Test, etc.)
29%
Local benchmark exams (MAP, etc.)
26%
Highly important
38%
41%
42%
41%
Somewhat important
6
Survey Alignment to Community Population In total, 2,373 surveys were received. Ninety-three percent of these were completed in English, while seven percent were completed in Spanish. Close to thirty percent of local households are Spanish-speaking, and while only close to ten percent of the surveys were completed in Spanish, survey responses provided evidence that many Spanish-speakers completed the survey in English. The table below highlights this survey’s alignment with local demographics.
Total Population Parents Non-Parents Age Under 40 40-60 Over 60 Gender Female Male Race Am. Indian/Alaska Native Asian Black/African-Am. White Other Ethnicity Hispanic/Latino Non-Hispanic/Latino Household Income Less than $24,000 $24,000-$36,000 $36,000-$50,000 $50,000-$100,000 Over $100,000 Educational Attainment No high school Some high school High school degree College degree Graduate or prof. degree
This Survey
Dalton
Whitfield County
2,373 55% 18%
33,128 35% 65%
102,599 37% 63%
38% 40% 12%
62% 23% 15%
58% 26% 16%
60% 27%
51% 49%
50% 50%
1% 1% 2% 79% 0%
1% 3% 7% 68% 24%
1% 2% 4% 79% 17%
12% 77%
48% 52%
32% 68%
9% 8% 6% 35% 25%
33% 13% 17% 22% 15%
23% 13% 15% 33% 17%
2% 3% 8% 24% 33%
17% 17% 26% 13% 8%
16% 16% 30% 9% 6%
* Source: U.S. Census Bureau, 2007-2011 American Community Survey.
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K EY D EMOGRAPHICS Sixteen sub-groups (one group below is repeated) within the overall sample size are identified below as key demographics. These sub-groups represent the diversity of community stakeholders, divided among five main indicator groups:
Relationship to Dalton Public Schools/Whitfield County Schools 1. 2. 3. 4.
Current or former Dalton Public Schools/Whitfield County Schools personnel Dalton Public Schools/Whitfield County Schools graduates Parents who have currently or formerly enrolled their children in DPS/WCS1 Other community members
% of Total 37% 37% 38% 25%
Parental Status* 5. 6. 7. 8.
Parents who have currently or formerly enrolled their children in DPS/WCS1 Parents who have currently or formerly enrolled their children in area private schools Parents not fitting either of the above categories Non-parents
38% 3% 13% 18%
Age 9. 40 years old and younger 10. Older than 40
38% 52%
Household Income 11. 12. 13. 14.
Household income below $24,000 Household income between $24,001 and $60,000 Household income between $60,001 and $100,000 Household income greater than $100,000
9% 23% 25% 25%
Educational Attainment 15. Less than a technical degree 14% ! Includes: No high school, some high school, high school graduate, and some technical program 16. Technical degree or higher 38% ! Includes: Technical degree, some college, and college degree 17. More than college degree 38% ! Includes: Some graduate/professional program and graduate/professional degree
*For the purpose of this report, the use of the term “parent” encompasses parents, grandparents, and guardians. 1 This figure does not include current or former DPS or WCS personnel.
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Relationship to DPS/WCS The charts that follow show responses from: 1) current or former DPS and WCS personnel; 2) DPS and WCS graduates; 3) current or former DPS and WCS parents (not including current or former DPS or WCS personnel); and 4) all other respondents.
Grade: Dalton/Whitfield Public Schools A
20% 21%
10%
25%
B 16%
C
D
F
41%
34%
1%
23%
55%
46%
27% 26%
6% 6% 6%
1% 2% 2%
5%
District: Personnel
District: Graduates
District: Parents
Other Community Members
Grade: Specific Local Public School A
32%
19%
40% 40%
B
33% 11%
C
D
F
9
44%
35%
2%
1% 2% 1%
15%
17%
43%
19%
5% 5% 6%
4%
District: Personnel
District: Graduates
District: Parents
Other Community Members
Grade: National Public Schools 3%
A
5% 5%
9%
B
23%
20%
38%
29%
40% 39%
C 8%
D
F
2% 4%
42% 42%
12% 13% 13%
6% 9%
District: Personnel
District: Graduates
District: Parents
Other Community Members
Parental Status The charts that follow show responses from: 1) current or former DPS and WCS parents; 2) current or former private school parents; 3) parents not fitting either of these two categories; and 4) non-parents. Current or former DPS or WCS personnel are not included in these categories.
Grade: Dalton/Whitfield Public Schools 22%
5%
A
18% 17%
23% C
15% 5%
D
4% 4% 1%
F
46%
32%
B
45% 44% 34%
22%
10%
3% 3% 3% Parents: District
Parents: Private school
Parents: Other
Non-Parents
10
Grade: Specific Local Public School 37%
6%
A
32% 31% 34%
B 15% C 4%
F
3%
37%
39%
26%
13% 14%
D
41%
8% 6%
1% 2% 2% 2% Parents: District
Parents: Private school
Parents: Other
Non-Parents
Grade: National Public Schools
A
0%
7% 4% 5% 13%
B
28% 31% 29% 40%
C 39% D
9% 4%
F
4%
13% 15% 13% 15%
8% Parents: District
11
44%
Parents: Private school
Parents: Other
Non-Parents
53%
Age The charts that follow show answers from respondents 40 years old and younger and those from respondents older than 40.
Grade: Dalton/Whitfield Public Schools 24%
A
16% 43%
B
47% 18%
C
25% 4% 5%
D
F
2% 2% Age: 40 and under
Age: Older than 40
Grade: Specific Local Public School 39%
A
31% 37%
B
41% 13%
C
D
F
17% 3% 5% 1% 2%
Age: 40 and under
Age: Older than 40
12
Grade: National Public Schools A
9%
3%
B
25%
32%
37%
C 9%
D
45%
16%
5% 5%
F
Age: 40 and under
Age: Older than 40
Household Income The charts that follow show answers from respondents based on their reported level of household income: 1) below $24,000; 2) between $24,001 and $60,000; 3) between $60,001 and $100,000; and 4) greater than $100,000.
Grade: Dalton/Whitfield Public Schools 27%
18% 19% 16%
A
41% B 12% C
13
23% 23% 25%
5% 5% 4% 5%
D
F
46% 48% 47%
1% 2% 2% 1% HH Income: Below $24,000
HH Income: $24,001-$60,000
HH Income: $60,001-$100,000
HH Income: Greater than $100,001
Grade: Specific Local Public School 34% 34%
A 32%
38%
B 16% C
D
F
36%
14%
40% 41% 40%
18%
16%
3% 4% 4% 4% 1% 2% 2% 1% HH Income: Below $24,000
HH Income: $24,001-$60,000
HH Income: $60,001-$100,000
HH Income: Greater than $100,001
Grade: National Public Schools
A
2% 3%
5%
15%
B 23% 23% C 6% D
29% 27%
39%
38%
48% 49%
14% 12% 16%
4% F 3%
6% 5% HH Income: Below $24,000
HH Income: $24,001-$60,000
HH Income: $60,001-$100,000
HH Income: Greater than $100,001
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Educational Attainment The charts that follow show answers from respondents based on their reported educational attainment: 1) less than technical degree (including no high school, some high school, high school graduate, and some technical program); 2) technical degree to college degree (including technical degree, some college, and college degree); and 3) more than college degree (including some graduate or professional program, and graduate or professional degree).
Grade: Dalton/Whitfield Public Schools A
15%
31% 20% 38%
B 15%
C
22% 4%
D
F
4% 1% 1%
43%
50%
26%
6%
3% Education: Less than technical degree
Education: Technical degree to college degree
Education: More than college degree
Grade: Specific Local Public School A
3% 3%
6%
2% 2% 1% Education: Less than technical degree Education: More than college degree
15
39% 40%
16% 17% 15%
C
F
37% 35%
B
D
41%
29%
Education: Technical degree to college degree
Grade: National Public Schools
A
2%
18%
4%
B
31%
22%
C 6%
D
F
35%
22%
3%
47%
16%
12% 4%
43%
7%
Education: Less than technical degree
Education: Technical degree to college degree
Education: More than college degree
Personnel, Parents, and the Community The following charts show responses from: 1) current or former DPS and WCS personnel; 2) current or former DPS and WCS parents (not including current or former DPS and WCS personnel); and 3) all other respondents.
Top Criteria Used to Determine Public School Quality By Group District Personnel
District Parents
Other Community Members
1.
High school graduation rate
1.
Individual student grades
1.
High school graduation rate
2.
Interaction with personnel
2.
2.
3.
Individual student grades
3-T.
High school graduation rate Students who graduate and enroll in a 4-yr program
Individual student grades Students who graduate and enroll in a 4-yr program
Interaction with personnel
4-T.
4. 5. 6. 7. 8. 9.
Students who graduate and enroll in a 4-yr program Students who ultimately graduate from a 4-yr program Students who graduate and are eligible for HOPE Students considered on grade level Students who graduate and enroll in a technical program Standardized tests
3-T. 5. 6. 7.
Students who ultimately graduate from a 4-yr program Students who graduation and are eligible for HOPE Students considered on grade level
3.
4-T. 4-T. 7-T.
Interaction with personnel Students who graduation and are eligible for HOPE Students who ultimately graduate from a 4-yr program Students considered on grade level
8.
Standardized tests
7-T.
Standardized tests
9.
Students who graduate and enroll in a technical program
9.
Students who graduate and enroll in a technical program
16
Criteria to Determine Public School Quality as Highly Important Interaction with district personnel (teachers, staff, administrators, etc.)
69% 69%
17%
67% 79%
Individual student grades/progress
20% Student performance on standardized exams (local, state, and national)
Number of students considered on grade level by local school standards
23% 13%
52%
45% 58%
13%
74% 78%
Number of students who graduate from high school
21% Number of students who graduate and are eligible for the HOPE scholarship
Number of students who graduate and enroll in a technical program
Number of students who graduate and enroll in a 4-year college program without the need for remediation courses ("catch-up" courses)
Number of students who ultimately graduate from a 4-year college program
District: Personnel
17
17%
12%
18%
17%
District: Parents
47% 59%
36% 45%
54% 69%
49% 60%
Other Community Members
Standardized Tests as Highly Important to Determine Public School Quality 29% Local benchmark exams (MAP, etc.) 39% 8% State-administered competency tests (CRCT, 8th grade Writing Assessment, High School Writing Test, High School Graduation Test, etc.)
21% 48% 11% 33% 57%
Measures of annual progress (End-of-Course tests, etc.)
12% 36% 61%
College entrance exams (SAT, ACT)
15% 27% 54%
National Advanced Placement (AP) exams
12% District: Personnel
District: Parents
Other Community Members
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A PPENDIX : R ESPONDENT C OMMENTS
19
R ESPONDENT C OMMENTS Survey respondents were provided an open-ended question requesting additional comments or feedback. Of the 2,373 surveys completed, only 510 or 21% included comments. Of those 510 respondents that made comments, 249 (28%) were identified as district parents (district personnel were excluded), 163 (19%) were identified as school district personnel, and 98 (17%) were identified as other community members. The comments were ordered by frequency and categorized under the following topic area for summary purposes: • • • • • • •
School Outcomes Faculty and Staff Safety and Security Literacy Collaborative Board of Education Parent Engagement Survey Design
NOTE: Given that less than one-fourth of the survey respondents provided feedback to the open-ended question, it is important to note that the percentages below represent only 1-4% of the total survey participants per respondent group (i.e., parent, personnel, or community member) and less than 3% of the total survey population.
School Outcomes Of those providing comments, 8% of parents, 18% of personnel, and 11% of community members indicated their concern with standards and standardized testing as a measure of school quality and/or student success. Specific comments suggested that too much emphasis is placed on the federal and state mandated tests leading to a culture of passing the test rather than learning and retaining information, critical thinking, college preparation, or gaining basic life and work skills. As an alternative, respondents indicated that teachers should focus on the individual progress of each child and adjust as needed to match the child’s learning rate, needs, and abilities. Almost 12% of the responses from community members and 5% of the responses from parents indicated that schools need to prepare students with the skills they need to function in society, regardless of whether they choose college, technical school, or immediately join the workforce. The majority of the community member responses stated that the schools did not adequately prepare students for college. Overall, respondents from all three groups offered praise for both school systems, noting specific programs such as Advanced Placement and International Baccalaureate programs, the College and Career Academy, or other schools.
Faculty and Staff Almost 10% of comments from parents, 13% from personnel, and 5% from community members addressed school faculty and staff. The majority of these respondents indicated that teachers and administrators are very dedicated and hardworking, noting that teachers are not paid well, lack respect/support, and have too much responsibility. There were a few concerns by parent and personnel respondents about the selection and retention of quality faculty and staff at both school systems.
20
Safety and Security Almost 7% of the responses from parents indicated a concern about safety and security in the schools and on the buses. These concerns included references to bullying and gangs, lack of student discipline, as well as general security issues related to the school shooting incident in Newtown, CT.
Literacy Collaborative Over 5% of personnel responses and 6% of community member responses specifically mentioned the Literacy Collaborative; however, there were mixed reviews. Some respondents suggested that too much time and money is being spent on the Literacy Collaborative. Others expressed pleasure that both school systems are engaged in the Literacy Collaborative and feel that getting children on reading grade level will prove beneficial in the long term.
Parent Engagement Combining all three respondent groups, almost 5% recognized that parent involvement is a major factor in the quality of their child’s school as well as their child’s success. Both parent and personnel respondents expressed a desire to increase the communication between teachers and parents.
Board of Education Over 5% of the responses from each group related to school board issues. Of particular concern were funding issues; specifically mentioned were the budget cuts over the past few years, funding for academic programs and initiatives, spending on athletic programs and facilities, and high salaries for administrators. Both systems were commended for good leadership overall, given the community’s challenges.
Survey Design Finally, approximately 5% of the comments regarded the survey design and validity, primarily from parent and personnel respondents. Some suggested that separate surveys should have been done for the two school systems. Others questioned the use of “letter grades” as a tool for measurement and the collection of specific demographics (i.e., race/ethnicity, socioeconomic status, and language preference).
21
A PPENDIX : S URVEY (E NGLISH )
22
Dalton-Whitfield Community Survey Thank you for your willingness to provide input in our Community Survey. The information we collect will help us as we partner with Dalton Public Schools and Whitfield County Schools. We appreciate any information you are willing to provide, and would appreciate you sharing the survey link with your friends, colleagues, and neighbors.
Students are often given the grades A, B, C, D, or Fail to denote the quality of their work. What grade would you give the public schools in Dalton and Whitfield County if you were grading them the same way? A B
C
D
Fail
Don't know
How about the local Dalton/Whitfield public school you are most familiar with? You might answer this question based on where a child or grandchild currently or recently attended, a school where you spend time volunteering, or a school that you are familiar with based on where you live. What grade would you give the local public school you are most familiar with? A B
C
D
Fail
Don't know
How about the public schools in the nation as a whole? What grade would you give the public schools nationally? A B
C
D
Fail
Don't know
Page 1
Dalton-Whitfield Community Survey How important do you consider each of the criteria below when evaluating the quality of our local public schools? Highly important Interaction with district
Somewhat important
Neutral
Somewhat unimportant
Highly unimportant Unsure/Don't know
personnel (teachers, staff, administrators, etc.) Individual student grades/progress Student performance on standardized exams (local, state, and national) Number of students considered on grade level by local school standards Number of students who graduate from high school Number of students who graduate and are eligible for the HOPE scholarship Number of students who graduate and enroll in a technical program Number of students who graduate and enroll in a 4- year college program without the need for remediation courses ("catch- up" courses) Number of students who ultimately graduate from a 4-year college program Other (please list)
Page 2
Dalton-Whitfield Community Survey How important do you consider each of the standardized tests below when evaluating the quality of our local public schools? Highly important Local benchmark exams
Somewhat important
Neutral
Somewhat unimportant
Highly unimportant Unsure/Don't know
(MAP, etc.) State-administered competency tests (CRCT, 8th grade Writing Assessment, High School Writing Test, High School Graduation Test, etc.) Measures of annual progress (End-of-Course tests, etc.) College entrance exams (SAT, ACT) National Advanced Placement (AP) exams Other (please list)
Page 3
Dalton-Whitfield Community Survey Note: The remaining questions will be used to ensure the results of this survey align to the social and demographic makeup of our community. They are optional but very helpful.
Do you live in Whitfield County?
Yes No
Which local public school district do you most closely associate with? For example, you might answer this question based on the district where your children/grandchildren attended school or are currently enrolled, based on the district in which you volunteer, or based on the district you are currently zoned to attend. Dalton Public Schools
Whitfield County Schools Both districts
Neither district
Are you currently or formerly employed by either Dalton Public Schools or Whitfield County Schools?
Yes No
Page 4
Dalton-Whitfield Community Survey Are you a graduate of either Dalton Public Schools or Whitfield County Schools?
Yes No
If you answered "yes" to question 9, how long ago did you graduate? 0-5 years ago
6-10 years ago
11-15 years ago 16-20 years ago
21 years ago or longer
Page 5
Dalton-Whitfield Community Survey Do you have a child/children/grandchildren?
Yes No
If you answered "yes" to question 11, are they enrolled in either Dalton Public Schools or Whitfield County Schools?
Yes No
If you answered "no" to question 12, was it because they have graduated or completed their education in either Dalton Public Schools or Whitfield County Schools? In other words, they are not currently enrolled in either district but were at one time. Yes, they were previously enrolled in either DPS or WCS No, they were never enrolled in either DPS or WCS
If you answered "yes" to question 13, how long ago did they graduate or complete their education? If you have multiple children/grandchildren, please answer this question based on the youngest child/grandchild. 0-5 years ago
6-10 years ago
11-15 years ago 16-20 years ago
21 years ago or longer
If you answered "no" to question 12, was it because they are/were enrolled in a private school in the area? Yes, they are/were enrolled in an area private school
No, they are not/were not enrolled in an area private school
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Dalton-Whitfield Community Survey What is your age? 18 or younger 19-25 26-30 31-35 36-40 41-45 46-50 51-55 56-60 61-65
66 or older
What is your ethnicity? Hispanic or Latino
Not Hispanic or Latino
What is your race? American Indian or Alaska Native Asian
Black or African American
Native Hawaiian or Other Pacific Islander White
What is your gender? Female Male
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Dalton-Whitfield Community Survey What is your annual household income level? $0 - $12,000
$12,001 - $24,000 $24,001 - $36,000 $36,001 - $48,000 $48,001 - $60,000 $60,001 - $72,000 $72,001 - $84,000
$84,001 - $100,000
Greater than $100,000
What is your highest level of educational attainment? No high school
Some high school
High school graduate
Some technical program
Technical program graduate Some college
College graduate
Some graduate or professional program
Graduate or professional program (M.A., M.S., M.B.A., J.D., M.D., Ph.D., etc.)
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Dalton-Whitfield Community Survey Thank you for your valuable input! We would greatly appreciate your sharing the link to this survey with your friends, colleagues, and neighbors. To learn more about the University of Georgia Archway Partnership, please visit: http://www.archwaypartnership.uga.edu/
If you would like to be updated on the results of this survey, please provide your e-mail address.
Please provide any additional comments or feedback below.
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A PPENDIX : S URVEY (S PANISH )
23
Encuesta para la Comunidad de Dalton-Whitfield Gracias por su buena voluntad en aportar sus opiniones mediante esta Encuesta Comunitaria. La información que recopilamos nos ayudará colaborar con las Escuelas Públicas de Dalton y las Escuelas del Condado de Whitfield. Le agradecemos cualquier información que nos proporcionara, tanto como si compartieran con sus amigos, colegas, y vecinos el enlace para que, también, ellos tomen esta encuesta.
1. Frecuentemente, se les otorga a estudiantes calificaciones escolares en forma de letras A, B, C, D, o reprobación, indicando la calidad de su trabajo. ¿Cuál calificación le pondría Ud. a las escuelas públicas de Dalton y el Condado de Whitfield si los estuviera calificando de la misma manera? A B
C
D
Reprobación
No tengo idea
2. ¿Cuál calificación le pondría Ud. a la escuela pública local de Dalton o de Whitfield con el cual está más familiarizado? Puede responder a esta pregunta pensando en la escuela donde su niño o nieto actualmente está inscrito o donde Ud. haya pasado tiempo haciendo obra voluntaria, o la escuela que le quede más cerca a su hogar. A B
C
D
Reprobación
No tengo idea
3. ¿Cuál calificación le pondría Ud. al sistema de escuelas públicas a nivel nacional? A B
C
D
Reprobación
No tengo idea
Page 1
Encuesta para la Comunidad de Dalton-Whitfield 4. ¿Qué importancia considera usted tiene cada uno de los siguientes criterios en la evaluación de la calidad de nuestras escuelas públicas locales? Sin algo de
Sin mucha
importancia
importancia
Muy importante
Algo importante
Neutro
La interacción con el
No tengo idea
personal del distrito (maestros, personal, administradores, etc.) Las calificaciones individuales de los estudiantes / su progreso académico El rendimiento de los alumnos en exámenes estandarizados (local, estatal y nacional) El número de estudiantes a nivel de grado conforme a los normas escolares locales El número de estudiantes que se gradúan de la escuela secundaria (preparatoria) El número de estudiantes que se gradúan y reúnen los requisitos para la beca universitaria HOPE El número de estudiantes que se gradúan y se inscriben en un programa técnico El número de estudiantes que se gradúan y se inscriben en un programa universitario de cuatro años, sin necesidad de tomar cursos de recuperación El número de alumnos que finalmente se gradúan de un programa universitario de cuatro años Otro aspecto: (favor de especificar)
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Encuesta para la Comunidad de Dalton-Whitfield 5. ¿Al evaluar la calidad de nuestras escuelas públicas locales, qué importancia considera Ud. tiene cada una de las pruebas estandarizadas a continuación?
Exámenes locales para
Sin algo de
Sin mucha
importancia
importancia
Muy importante
Algo importante
Neutro
No tengo idea
medir progreso continuo (ej: MAP) Pruebas estatales para medir el rendimiento escolar (ej: CRCT, Evaluación Escritura en 8vo, Examen de Escritura a nivel secundario, Prueba para la Graduación, etc.) Evaluaciones estatales para medir del progreso anual (Fin de las Curso a nivel secundario, etc.) Pruebas como requisito para inscripción en la universidad (SAT, ACT) Pruebas nacionales de Colocación Avanzada (AP) en la universidad Otras evaluaciones: (favor de especificar)
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Encuesta para la Comunidad de Dalton-Whitfield Nota: Las siguientes preguntas se utilizarán para asegurar que los resultados de esta encuesta van de acuerdo con la demográfica de nuestra comunidad. Por ende, son opcionales pero nos sirven de beneficio.
6. ¿Vive Ud. en el Condado de Whitfield? Sí
No
7. ¿Con cuál distrito escolar local está Ud. más asociado? Por ejemplo, pudiera responder a esta pregunta en base al distrito donde sus hijos o nietos están actualmente inscritos, o en base al distrito donde Ud. ofrece sus servicios como voluntario, o en base al distrito que le corresponda por domicilio. Escuelas Públicas de Dalton
Escuelas del Condado de Whitfield Ambos distritos escolares Ningún distrito
8. ¿Es Ud. actualmente (o previamente fue) un empleado de las escuelas públicas de Dalton o escuelas del Condado de Whitfield? Sí
No
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Encuesta para la Comunidad de Dalton-Whitfield 9. ¿Se graduó Ud. de una de las escuelas públicas de Dalton o escuelas del Condado de Whitfield? Sí
No
10. ¿Hace cuánto tiempo que se graduó Ud.? 0-5 años
6-10 años
11-15 años 16-20 años
Hace 21 años o más
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Encuesta para la Comunidad de Dalton-Whitfield 11. ¿Tiene usted un hijo / hijos / nietos? Sí
No
12. ¿Si usted contestó sí a la pregunta #11, están matriculados sus hijos en una de las Escuelas Públicas de Dalton o Escuelas del Condado de Whitfield? Sí
No
13. Si usted contestó "no" a la pregunta #12, ¿es porque sus hijos se hayan graduado o hayan completado sus estudios en una de las Escuelas Públicas de Dalton (DPS) o Escuelas del Condado de Whitfield (WCS)? En otras palabras, no están actualmente inscritos en cualquiera de estos distritos escolares, pero estuvieron una vez en el pasado. Sí, ellos estuvieron inscritos previamente en una de las escuelas de DPS o WCS No, nunca estuvieron inscritos en una de las escuelas de DPS o WCS
14. Si Ud. contestó “si” a la pregunta #13, ¿hace cuánto tiempo que se graduaron o que completaron su educación? Si tiene varios hijos /nietos, por favor conteste esta pregunta basado en el hijo o nieto menor. 0-5 años
6-10 años
11-15 años 16-20 años
Hace 21 años o más
15. Si usted contestó "no" a la pregunta #12, ¿fue porque están (o fueron) inscritos en una escuela privada en esta área? Sí, ellos están/fueron inscritos en una escuela privada
No, no lo están/no están inscritos en una escuela privada
Page 6
Encuesta para la Comunidad de Dalton-Whitfield 16. ¿Cuál es su edad? 18 años o menos 19-25 26-30 31-35 36-40 41-45 46-50 51-55 56-60 61-65
66 años o más
17. ¿Cuál es su origen étnico? Hispano o Latino
No Hispano o Latino
18. ¿Cuál es su raza? Indio Americano o Nativo de Alaska Asiático
Negro o afroamericano
Nativo de Hawái o de otra isla del Pacífico Blanco
19. ¿Cuál es su sexo? Femenino Masculino
Page 7
Encuesta para la Comunidad de Dalton-Whitfield 20. ¿Cuál es el nivel de ingreso anual de su familia? $ 0 - $ 12,000
$ 12,001 - $ 24,000 $ 24,001 - $ 36,000 $ 36,001 - $ 48,000 $ 48,001 - $ 60,000 $ 60,001 - $ 72,000 $ 72,001 - $ 84,000
$ 84,001 - $ 100,000 Más de $ 100,000
21. ¿Hasta qué nivel de estudios llegó Ud.? No llegué a la secundaria/preparatoria
Estudié un poco en la secundaria/preparatoria Soy graduado de la secundaria/preparatoria
He tomado algunos cursos en un programa técnico post-secundario Soy graduado de un programa técnico post-secundario Tengo algunos años de estudios universitarios Soy graduado de la universidad
He tomado algunos cursos post-grado profesional
Soy graduado de un programa post-grado profesional (Tengo un título como: M.A., M.S., M.B.A., J.D., M.D., Ph.D., etc.)
Page 8
Encuesta para la Comunidad de Dalton-Whitfield ¡Gracias por su valioso aporte! Le agradecemos muchísimo si pudiera compartir el enlace de esta encuesta con sus amigos, colegas y vecinos. Para obtener más información sobre la Asociación Archway de la Universidad de Georgia, por favor visite: http://www.archwaypartnership.uga.edu/
22. Si desea recibir información actualizada sobre los resultados de esta encuesta, por favor proporciónenos en este espacio su dirección de correo electrónico.
23. Por favor provea cualquier comentario adicional o comentarios en el espacio de abajo.
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A PPENDIX : P RESS R ELEASE
24
FOR IMMEDIATE RELEASE Monday, December 17, 2012 CONTACT: Melissa Lu, University of Georgia Archway Partnership 706-483-2028 |
[email protected] Dalton-Whitfield Schools Seek Community Input DALTON, GA—The Dalton Public School and Whitfield County School Districts have teamed up with the University of Georgia’s Archway Partnership to seek community input regarding the quality of the local public schools. Archway has launched a survey available both online and in print format to gauge how local community members evaluate the success of both public school districts. The survey launched last week and will be available through mid-January at www.surveymonkey.com/s/DaltonWhitfield. Whitfield County Archway Professional Melissa Lu said the intent of the survey is to begin an open dialogue between the community and public schools. “The local school districts asked Archway to conduct this survey to better understand how the community is evaluating their progress.” Information from the survey will be used to ensure the school districts are addressing public concerns, Lu said. Lu emphasized a desire to involve all community members. “Our school districts hear regularly from their teachers and administrators, but we have designed this survey to also incorporate feedback from local parents, grandparents, and concerned citizens.” Both school districts sent letters home to school parents last week announcing the survey, and the school board chairmen for both districts published a letter to the community in The Daily Citizen. In addition, Archway is partnering with the Greater Dalton Chamber of Commerce, Dalton-Whitfield Joint Development Authority, and Family Connections Collaborative to publicize the survey. The five-minute survey is available in both English and Spanish and is available online at: www.surveymonkey.com/s/DaltonWhitfield. Community members may also obtain a printed version of the survey from any local public school. ##
A PPENDIX : S CHOOL B OARD C HAIRMEN O P -E D
25
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December 12, 2012
Letter: How do you think we’re doing? — The educational leadership of Dalton and Whitfield County schools want to learn what you think about the quality of local public education. Your feedback helps us refine the services our students need to succeed. We not only strive to be responsive to the community’s needs, we try to be proactive and seek every opportunity to learn from your collective wisdom. The University of Georgia Archway Partnership has designed a survey to help us collect information from the community to meet two key objectives: 1) to see if the community feels we are succeeding in our mission to prepare students for their futures, and 2) to learn what criteria help you evaluate the performance of our school systems. The survey is available online through Wednesday, Dec. 19, at surveymonkey.com/s/DaltonWhitfield and in print at any of the Dalton or Whitfield County schools. The survey — available in English and Spanish — is brief. We hope you invest five minutes to help our community and educational leaders establish a baseline of public perception of our schools. The Archway Partnership will share the survey results to help us build a common plan to transform schools in our community. Soon, both school systems will host a series of conversations with the community about key issues in education. It is imperative that we begin a dialogue with you — our stakeholders — to determine how we can better work together to transform our schools. Before we begin that process, we want to understand your perception of education in our community. We are not just asking for feedback from parents with kids in schools or school staff members. The most effective results must come from everyone. We must hear from those of you with no children in school, senior citizens in our community, young professionals, alumni, business leaders, church members, volunteers and other residents of Whitfield County. The quality of life in a community is a direct reflection of the quality of the education available to its students, and public education is the key to our community’s success. Economic development depends heavily on the availability of a qualified workforce and all of us have a vested interest in providing the best education possible for all students in Dalton and Whitfield County. We believe we are blessed to live in a community with two outstanding school districts. Our children have every opportunity to pursue their dreams and reach their highest potential.
Louis Fordham, chairman, Whitfield County Board of Education Danny Crutchfield, chairman, Dalton Board of Education
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