TTFM Cchs Aboriginal 2012

Catholic Central High School: 2012/2013 TTFM
Secondary Student Survey (1196) (10-28-2013)

Catholic Central High School (Created On: 10-28-2013)
The Learning Bar Inc.

http://www/thelearningbar.com pg.1
Aboriginal Status
Students are asked whether they are an Aboriginal person, that is, North American Indian, Mtis, or Inuk. The data
are reported in percentages by categories, and can be used as a drill-down variable for Interactive reports.
Are you an Aboriginal person, that is, North American Indian, Mtis, or Inuk?

Advocacy at School
Students respond to 3 Likert questions about whether they have someone at school who consistently provides
encouragement and who can be turned to for advice. The results are reported as "the average score for advocacy
at school".
Scores are assigned based on the following scale:
Never or hardly ever: 0 - 3.33
About once a week: 3.34 - 6.67
About 2 or 3 times a week: 6.68 - 9.99
Every day or almost every day: 10
When interpreting results that use a 10-point scale it is important to consider both what the question is asking and the
response scale of each question. For the 'Advocacy at School' measure it is not uncommon to receive a low mean
score. For example, students in Grade 7 will likely receive more support on a daily basis (higher score) compared
with students in Grade 12 where it may not be appropriate to connect with them on a daily or 2 or 3 times a week
basis (lower score). Another important comparison to make is that of the Replica Line. The Replica Line will allow you
to make a fair comparison of your score compared to a virtual school composed of students from the TTFM database
that are identical to your students.
How often does someone at your school do each of the following?
(Never or hardly ever, About once a week, About 2 or 3 times a week, Every day or almost every day)
Take an interest in one of my school projects.
Discuss with me how well I am doing in my courses.
Ask me about any problems I might have at school.
For Elementary Student Survey, questions are put in a simpler way and the students were asked:
How often does one of your teachers do each of the following?
My teachers take an interest in one of my school projects. How often?
My teachers ask me about how well I am doing at school. How often?
My teachers encourage me to do well at school. How often?

Advocacy at School

Advocacy outside of School

Students respond to 6 Likert questions about whether they have someone at home or in their community who
consistently provides encouragement and who can be turned to for advice. The data are scaled on a 10-point scale.
The results are reported as "the average score for advocacy outside of school".
How often does someone in your family or community do each of the following?
(Never or hardly ever, About once a week, About 2 or 3 times a week, Every day or almost every day)
Ask me how well I am doing with my school work.
Talk to me about any problems I might have at school.
Discuss with me the importance of school success.
Ask me how well I am getting along with kids at school.
Show interest in my school projects.
Encourage me to do well at school.

Aspirations - College or University
The TTFM measure of Educational Aspirations - College or University is based on students' responses to a
statement regarding whether they plan to go on to college or university. The question is:
Please indicate how much you agree or disagree with the following statement:
1. After high school, I plan to go to a college or university.
The graph indicates the percentage of students who indicate they strongly agree with the statement. "Students'
decisions to pursue post-secondary education and their chances of realizing this goal are affected by several
factors, including their literacy skills and high school credentials; the extent to which they are engaged in the
schooling process; the support available from family, friends and other people in their social network; and the
financial means available to them." (Willms and Flanagan, 2003).
(see http://www.millenniumscholarships.ca/en/research/AllPublications.asp)

Aspirations - Finish High School

The TTFM measure of Educational Aspirations - Finishing High School is based on students' responses to a
statement regarding whether they plan to finish high school. The question is:
1. I plan to finish high school.
decisions to pursue post-secondary education and their chances of realizing this goal are affected by several
factors, including their literacy skills and high school credentials; the extent to which they are engaged in the
schooling process; the support available from family, friends and other people in their social network; and the
financial means available to them." (Willms and Flanagan, 2003).

Aspirations - Pursue Trade
The TTFM measure of Educational Aspirations - Trade or Apprenticeship is based on students' responses to a
statement regarding whether they plan to pursue a trade or apprenticeship program. The question is:
1. After high school, I plan to pursue a trade or apprenticeship program.
decisions to pursue post-secondary education and their chances of realizing this goal are affected by several factors,
including their literacy skills and high school credentials; the extent to which they are engaged in the schooling
process; the support available from family, friends and other people in their social network; and the financial means
available to them." (Willms and Flanagan, 2003).

Effective Learning Time

Students respond to a subset of questions, from a full set of 18 Likert questions, regarding the effective use of
classroom time in three subject areas: language arts, mathematics, and science. Students are only asked questions
about subjects they are currently enrolled in. The results are reported as "the average score for effective learning
time. Results are not broken down by subject area except by special arrangement. The questions for each subject
area are:
Teachers are good at explaining difficult ideas.
Teachers use our class time to help us learn.
Class lessons are well organized.
Teachers help us understand important ideas.
Important ideas are taught well.
Responses to students' questions are clear.

Effort
Students respond to a subset of questions, from a full set of 9 Likert questions, regarding their effort in three subject
areas - language arts, mathematics, and science. Students are only asked questions about subjects in which they
are currently enrolled. The results are reported as "the percentage of students who are trying hard to succeed".
Results are not broken down by subject area except by special arrangement. The questions for each subject area
are:
I try hard to succeed in [the subject area].
I ask for help when I do not understand a concept or idea.
I participate in class discussions.

Expectations for Success
The TTFM measure of Expectations for Success uses the following six statements to assess the extent to which
school staff value academic achievement and hold high expectations for all students:
In our school ....
1. Students must work hard to succeed.
2. Teachers encourage students to do better.
3. Teachers expect homework to be done on time.
4. Students are clear about what is expected of them for their courses.
5. Teachers expect us to work hard.
6. Teachers expect all students to do their best work.
Schools with high 'academic press' place a strong emphasis on academic skills.

Grade Repetition
Students are asked whether they have ever repeated a grade. The data are reported in percentages by categories,
and can be used as a drill-down variable for Interactive reports. Have you ever repeated a grade at school?
NO, Never
YES, Once
YES, Twice or more

Homework Behaviour
Students are asked 4 questions about their attitudes towards homework and their effort in completing it. The results
are reported as "the percentage of students with positive homework behaviours".
I enjoy doing my homework
Doing my homework helps me learn
I hand in my homework on time
I do my homework while doing other things such as watching TV or texting friends

Homework time
Learning and health outcomes depend on students' engagement at school and at home. Therefore, we assess
students' activities at home and develop a portrait of how students spend their after-school hours. In some
communities, academically-related activities such as doing homework or reading for fun are displaced by students
working part-time or spending an inordinate amount of time on non-academic activities.
The TTFM measure of Time on Homework is based on a single question that asks students:
During a typical weekday (i.e., Monday to Friday) about how much time do you spend after school doing each of the
following activities?
Doing homework.
Many students over-report the amount of time they spend on various activities, such as reading for fun, watching TV,
or doing homework. To compensate for this, we standardize each student's responses such that the total time spent
on the nine activities included in the survey sums to 7 hours. This provides a better indicator at the school level for
comparative purposes.

Immigrant Status
Students are asked whether they were born in Canada, and if not, how long they have lived in Canada. The data are
reported in percentages by categories, and can be used as a drill-down variable for Interactive reports.
The results are displayed as the percentage of students in three categories:
(a) non-immigrants [labeled as "NON"]
(b) established immigrants (6 to 10 years) [labeled as "> 5YRS"]
(c) recent immigrants (within last 5 years) [labeled as "< 5YRS"]
Were you born in Canada?
How long have you lived in Canada?

Intellectual Engagement Composite

A composite measure is derived from 54 of the questions that are asked for the measures of
Interest and Motivation (18), Effort (9), Effective Learning Time (9), Relevance (9), and Rigor
(9). These questions pertain to three subject areas - language arts, mathematics, and science.
Students are only asked questions about subjects in which they are currently enrolled. The scores
are scaled on a 10-point scale and students with scores above 6 are considered to be
intellectually engaged. The results are reported as "the percentage of students who are
intellectually engaged". Results are not broken down by subject area.

Interest and Motivation

Students respond to a subset of questions, from a full set of 18 Likert questions, regarding their interest and
motivation in three subject areas - language arts, mathematics, and science. Students are only asked questions
about subjects in which they are currently enrolled. The results are reported as "the percentage of students who
are interested and motivated". Results are not broken down by subject area except by special arrangement. The
questions for each subject area are:
I spend a lot of time day-dreaming, socializing, or pretending to pay attention.
I enjoy learning new concepts and ideas.
I enjoy our class projects so much that often I do not want to stop.
I wish we did not have to take [the subject area].
I enjoy [the subject area] classes so much that I lose track of time.
I find myself thinking about what we are learning even after the lesson is over.

Language Arts
Students are asked what their overall mark is in their current or most recent language arts class (e.g., English). Their
responses are converted to a percentage (0-100%) and reported as the " average percentage in language arts"..
Are you currently taking a course in Language Arts (e.g., English)?
What is your overall mark in your current Language Arts course? (If you are unsure, please tell us what you think it
is.)
What was your overall mark in your most recent Language Arts course? (If you do not remember, please tell us
what you think it was.)

Language Spoken at Home

Students are asked to indicate the language they speak most often at home. The data are reported in percentages by
categories, and can be used as a drill-down variable for Interactive reports. What language do you speak most often
at home?
English
French
Other (In 2012, this option was divided into the more specific categories below)
Both English and French
Another language
English and another language

Math
Students are asked what their overall mark is in their current or most recent math class. Their responses are
converted to a percentage (0-100%) and reported as the "average percentage in mathematics".
Are you currently taking a course in Math?
What is your overall mark in your current Math course? (If you are unsure, please tell us what you think it is.)
What was your overall mark in your most recent Math course? (If you do not remember, please tell us what you
think it was.)

Participate Clubs
Participation in School Clubs
The TTFM measure of Participation in School Clubs is based on a single question that asks students:
In the past four weeks, how often have you:
Taken part in art, drama, or music groups; school clubs, such as a science, math or chess club, or a school
committee, such as student council or the yearbook committee?
The on-line report simply indicates the percentage of students that participated at least once a week.

Participate Sports
Participation in Sports
The TTFM measure of Participation in Sports is based on a single question that asks students:
In the past month, how often have you:
Played sports WITH a coach or instructor AT SCHOOL, other than in a gym class (e.g., school teams, swimming
lessons)?
The on-line report simply indicates the percentage of students that participated at least once a week.

Physical Activity - intense

Students are asked how much time they spend during a typical weekday doing intense physical activity that
increased their heart rate, caused them to sweat, or made them out of breath. Several examples are given, such as
running, swimming, or playing a sport like basketball. The results are reported as the "number of hours per day
spent doing intense physical activity".

Physical Activity - moderate

Students are asked how much time they spend during a typical weekday doing moderate physical activities, such as
walking or leisure biking. The results are reported as the "number of hours per day spent doing moderate
physical activity".

Positive Learning Climate

The TTFM measure of Positive Learning Climate uses the following six statements to assess the extent to which
pupils internalize the norms and values of the classroom, and conform to them:
In our school ....
1. Teachers expect students to pay attention.
2. Students are quiet when they should be.
3. It is usually easy to concentrate in class.
4. Teachers maintain control of the class.
5. Teachers do not let students get away with much fooling around.
6. The rules for classroom behavior are clear.
Willms (2004) found that youth in Canada and the United States tend to have better academic achievements in
schools with high levels of classroom disciplinary climate.
(see http://www.hrsdc.gc.ca/en/cs/sp/lp/publications/2004-002611/SP-601-05-04E.pdf)


Positive Relationships
Students respond to 4 Likert questions about their friendships at school. The results are reported as "the percentage
of students with positive relationships".
Do you have 'close friends' at school that you can trust?
I share my private feelings with a friend at school
During the past four weeks, how well have you gotten along with your friends at school?
I value my friends' opinions when making decisions

Positive Teacher-Student Relations
Teacher-Student Relations
The TTFM measure of Teacher-Student Relations uses the following six statements to assess students'
perceptions about how they are treated by their teachers, and whether they feel supported by them.
In our school ....
1. Teachers treat us fairly.
2. Teachers praise us when we have done well.
3. Teachers get along well with students.
4. Teachers show an interest in every student's learning.
5. Teachers take account of students' needs, abilities, and interests.
6. Teachers do a lot to help students who need extra support.
Willms (2004) found that youth in Canada and the United States tend to have better academic achievements in
schools with high levels of teacher-student relations.
(see http://www.hrsdc.gc.ca/en/cs/sp/lp/publications/2004-002611/SP-601-05-04E.pdf)

Positive Teacher-Student Relations

Read Books for fun

Time on Leisure Reading
The TTFM measure of Time on Leisure Reading is based on a single question that asks students:
Reading books, eBooks, magazines, comics or newspapers for fun
The results are scaled to a metric of "hours per day."

Read Books for fun

Relevance
Students respond to a subset of questions, from a full set of 9 Likert questions, regarding the relevance of classroom
instruction in three subject areas - language arts, mathematics, and science. Students are only asked questions
about subjects they are currently enrolled in. The results are reported as "the average score for relevance".
Results are not broken down by subject area except by special arrangement. The questions for each subject area
are:
We explore ideas and topics that are meaningful.
We cover topics that are useful in everyday life.
I know the purpose of what we are learning.

Rigor
Students respond to a subset of questions, from a full set of 9 Likert questions, regarding the rigor of classroom
instruction in three subject areas - language arts, mathematics, and science. Rigor refers to instruction that is wellorganized, with a clear purpose, and with immediate and appropriate feedback that helps students learn. Students
are only asked questions about subjects they are currently enrolled in. The results are reported as "the average
score for rigor". Results are not broken down by subject area except by special arrangement. The questions for
each subject area are:
We understand the purpose of each class lesson.
Teachers quickly give students specific feedback on their work.
The feedback from tests and quizzes help me learn.

Science
Students are asked what their overall mark is in their current or most recent science class (e.g., general science,
biology, chemistry or physics). Their responses are converted to a percentage (0-100%) and reported as the
"average percentage in science".
Are you currently taking a course in Science (e.g., general science, biology, chemistry or physics)?
What is your overall mark in your current Science course? (If you are unsure, please tell us what you think it is.)
What was your overall mark in your most recent Science course? (If you do not remember, please tell us what you
think it was.)

Sense of Belonging
Sense of Belonging
The TTFM measure of Sense of Belonging is based on the following set of questions:
Please indicate how much you agree or disagree with each of the following statements:
1. I feel included in school activities.
2. I get along well with others at school.
3. I am able to make friends easily.
4. At school I feel accepted for who I am.
5. School is a place where I feel like I belong.
6. Generally I feel accepted by other kids my age.
Willms (2005) constructed a similar measure for the OECD PISA survey, and found that for a large representative
sample of Canadian 15-year old students the proportion of students with a positive sense of belonging was about
80%.
(see http://www.unb.ca/web/crisp/pdf/0306.pdf )

Skills (Grades)-Challenge
Students respond to a subset of questions, from a full set of 9 Likert questions, regarding the extent to which they
feel challenged in their language arts, mathematics, and science classes. Students are only asked questions about
subjects they are currently enrolled in. Students' skill level is assessed based on their current or most recent overall
mark per subject area.
Based on their responses, students are classified into four groups: "low skills - high challenge", "high skills - high
challenge", "low skills - low challenge", and "high skills - low challenge". The results are reported as a two-bytwo table showing "the percentage of students in each of the four quadrants". Results are not broken down by
subject area except by special arrangement.
The challenge questions for each subject area are:
We would like you to think about the [the subject area] classes you have had over the past two weeks. Please
indicate the extent to which you agree or disagree with each of the following statements. Think carefully about
whether you agree or disagree with each statement, because some are worded positively while others are worded
negatively.
I get bored in class because lessons are too easy.
[the subject area] classes are challenging.
We deal with difficult material in (the subject area) classes.

Truancy
Truancy
The TTFM Truancy measure is based on the following three questions regarding the frequency during the previous
month that students skip classes or miss days at school without a reason, or arrive late for school or classes:
In the past month, how often have you:
1. Missed a day at school WITHOUT permission?
2. Cut or skipped a class WITHOUT permission?
3. Arrived late for school or classes?
Students' ratings on the truancy measure place the greatest weight on missing days of school, and the least weight
on skipping classes. The TTFM graph shows the frequency of students that are considered truant. Willms (2005)
constructed a similar measure for the OECD PISA survey, and found that for a large representative sample of
Canadian 15-year old students, the truancy rate is about 26%.
(see http://www.unb.ca/web/crisp/pdf/0306.pdf )

Using ICT
Students are asked two questions about how much time they spend on a typical week-day using interactive
communications technology (ICT). This includes, for example, using a computer for e-mailing or chatting, playing
computer games, or talking on the phone or texting friends. Results are reported as the average number of hours
per day spent using ICT.

Using Phone
Students are asked a question about how much time they spend on a typical week-day talking on the phone or
texting friends. Results are reported as the average number of hours per day spent using phone.
or doing homework. To compensate for this, we standardize each students responses such that the total time spent

Values School Outcomes

Value School Outcomes
The TTFM measure of Value School Outcomes is based on on the following set of questions:
Please indicate how much you agree or disagree with each of the following statements:
1. It is important for me to learn what is taught at school.
2. I am learning the skills I will need for success later in life.
3. The mathematics I am learning will be very useful in the future.
4. The skills I am learning in language arts will be useful in the future.
5. What I learn at school is useful in my everyday life.

Volunteer
Time Spent Volunteering

The TTFM measure of Time Spent Volunteering is based on a single question that asks students:
Working as a volunteer (e.g., in a service agency, or with an arts or culture group).

Volunteer

Watch TV
The TTFM measure of Time on TV is based on a single question that asks students:
Watching TV?

Watch TV

Work part-time
Learning and health outcomes depend on students' engagement at school and at
home. Therefore, we assess students' activities at home and develop a portrait of
how students spend their after-school hours. In some communities, academicallyrelated activities such as doing homework or reading for fun are displaced by
students working part-time or spending an inordinate amount of time on nonacademic activities.
Time Spent Working Part-Time
The TTFM measure of Time Spent Working Part-Time is based on a single question that asks students:
Working part-time for pay (e.g., baby-sitting, restaurant worker, sales person).
The response categories range from "none, or less than 10 minutes" to "more than 3 hours." The results are scaled
to a metric of "hours per day."

Work part-time


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Catholic Central High School: 2012/2013 TTFM

Secondary Student Survey (1196) (10-28-2013)

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

Advocacy outside of School

The Learning Bar Inc.

Aspirations - College or University

The Learning Bar Inc.

Aspirations - Finish High School

The Learning Bar Inc.

Aspirations - Pursue Trade

The Learning Bar Inc.

Effective Learning Time

The Learning Bar Inc.

The Learning Bar Inc.

Expectations for Success

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

Intellectual Engagement Composite

The Learning Bar Inc.

Interest and Motivation

The Learning Bar Inc.

The Learning Bar Inc.

Language Spoken at Home

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

Physical Activity - intense

The Learning Bar Inc.

Physical Activity - moderate

The Learning Bar Inc.

Positive Learning Climate

Positive Learning Climate

The Learning Bar Inc.

Positive Learning Climate

The Learning Bar Inc.

The Learning Bar Inc.

Positive Teacher-Student Relations

The Learning Bar Inc.

Positive Teacher-Student Relations

The Learning Bar Inc.

Read Books for fun

The Learning Bar Inc.

Read Books for fun

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

The Learning Bar Inc.

Values School Outcomes

The Learning Bar Inc.

Time Spent Volunteering