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Alberta Education: Provincial Outcomes

Outcome 1: Alberta’s students are successful.

Outcome 2: First Nations, Métis, and Inuit students in Alberta are successful.

Outcome 3: Alberta’s students have access to a variety of learning opportunities to enhance competitiveness in the modern economy.

Outcome 4: Alberta’s K-12 education system is well governed and managed.

CATEGORY	LIVINGSTONE RANGE SCHOOL DIVISION	LIVINGSTONE SCHOOL
CATEGORY	2023-2026 GOALS	2023-2024 GOALS
LEADERSHIP	Students will develop the mindsets, behaviors, and skills to be effective, lifelong leaders.	Engaged Learners: Every student takes ownership of their learning and feels empowered to take risks and embrace challenges to help them succeed. WIG \| Livingstone School student leadership as measured by the MRA will increase from 73% to 80% by June 2024. Student Leadership \| Personal Development, Self-Advocacy Paradigm: Everyone Can Be A Leader, Empower students to lead their own learning
CULTURE	Livingstone Range School Division is a welcoming, inclusive, supportive environment where students feel valued and actively engaged.	Connected Community: Students, staff and parents are connected and work together to create positive learning environments in and out of the school. WIG \| Livingstone School supportive student environments as measured by the MRA will increase from 72% to 80% by June 2024. Supportive Student Environment \| Trusting Relationships, School Belonging, Student Empowerment Paradigm: Change starts with me.
ACADEMICS	Teachers play a meaningful role in helping their school reach their Wildly Important Goals that includes providing their students with the knowledge, opportunity, and support to set and achieve personally meaningful goals.	WIG \| Every student at Livingstone School will demonstrate growth in literacy and numeracy, by June 2024. Goal Achievement \| Student goals, Student goal support Empowered Learners \| Academic Self-Efficacy, Supportive Teachers Paradigm: Everyone has genius. Empower students to lead their own learning.

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Our Mission

Vision

To inspire dynamic and empowered lifelong learners in a connected community.

Mission

Personalized education and engaged learners.

Motto

It’s Personal.

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Ultimately, we hope to reach our leadership goal by…

Engaging in professional development to assist staff in implementing the 7 Habits as a character education program.
Creation of staff action teams to increase distributed leadership within the school, and to ensure Livingstone School priorities remain the focus throughout the year.
Increase community engagement through parent surveys and increased communication about the happenings at Livingstone School.
Staff will facilitate and/or share professional learnings at staff meetings, ISC and PD days.
Staff will continue to provide opportunities for student voice and will offer more opportunities for students to be leaders in the school community. Including leading assemblies, sessions on Flex Fridays, Sabre Days and House Leagues.
Building community partnerships to provide more opportunities for student leadership in the community.
Family School Liaison will teach socio-emotional learning to increase student self-awareness and self-advocacy for success.
Direct instruction of leadership skills to all students will continue during scheduled leadership classes for our Junior and Senior High classes.
Staff will plan and implement parent nights and information sessions for parents to inform them about what students are learning and how to best support them at home.

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Create staff action team focused on Livingstone School’s connected community WIG.Continue to develop and extend place-based, integrative learning opportunities by extending partnerships to our local community, dual-credit opportunities and LRSD place-based learning coordinators.
Continue to develop and improve our Collaborative Response practices.
Develop school-wide understanding and implementation of instructional frameworks that support an inclusive and culturally responsive learning environment.
Hold regular assemblies related to the 7 Habits and use multi-age groupings to enhance students’ sense of belonging school-wide.
Collaboration with community programs, including Lundbreck Town Council, and find additional ways to get out into the community regularly.
Through leadership classes and the continuum of learning, students will engage in service projects that have a positive impact on the school community and beyond.
Continuation of our student-initiated Gay Straight Alliance for students in grades 7 through 12 to provide a safe gathering place for students who identify as part of the LGBTQ+ community.
Continuation of an inclusive athletics program where all students can be a part of a team.
Continuing to find effective ways to provide students with a voice regarding school improvement.
Promotion of mental health awareness and coping strategies for students, including how to manage stress and anxiety, proactive strategies to promote mental health, and how to engage in healthy relationships and set healthy boundaries.

Ultimately, we hope to impact our Culture goal by…

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Ultimately, we hope to impact our Academic goal by…

Student data from diagnostic, standardized assessments in reading and mathematics will be used to determine ability level and inform teaching practice. These include the EYE-TA, STAR Reading, STAR Math, LeNS, CC3, CAT4, and others.
Continuation of literacy intervention for students in grades 1 to 3 to ensure they demonstrate growth in reading and writing.
Continued refinement of our Collaborative Response Protocols to ensure meetings are solution-focused and data-informed.
Continuation of literacy and numeracy intervention on Flex Fridays for students in grades 7 to 12 performing below grade level, and those who would benefit from enrichment.
Continuing to support student goal-setting during the first 10 minutes of each day to help students set and monitor personal and academic goals.
Students and staff collaborate to set high and appropriate academic goals and share them with parents/guardians.
Continue to work closely with our career practitioner, Lettie Croskery, to promote the exploration of various career opportunities.
Continuation of incoming Kindergarten EYE-DA and Kindergarten Orientation Day.
Implementing PAT and Diploma Preparation classes on Flex Fridays for students in grades 9 and 12.
Continue to offer study skills courses on Flex Fridays for students in grades 7-12.

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3 Types of Data

Achievement

Perception

Process

Student achievement related to academics, attendance, and behaviour.

Student, family, and staff perceptions of how the school is doing.

Fidelity to the implementation of research-based best practices for school improvement as embedded in Leader in Me and supported through the training.

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Perception Data

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Achievement and Perception Data

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Achievement and Perception Data

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Achievement Data | Elementary

ACADEMICS			GRADE 1			GRADE 2			GRADE 3
ACADEMICS			Jan 2024	Jun 2025	↑ ↓	Sept 2023	Jun 2024	↑ ↓	Sept 2023	Jun 2024	↑ ↓
DIVISION ONE PROVINCIAL ASSESSMENTS	Alberta Numeracy Screener	# Tested	18	19		22	20			15
	Alberta Numeracy Screener	% Proficient	61	72	↑	91	75	↓		80	↑ ↓
	LeNs	# Tested	18	18		22	22
	LeNs	% Proficient	67	78	↑	82	95	↑
	CC3	# Tested	18	18		22	22		13	15
	CC3	% Proficient	56	83	↑	86	91	↑	46	67	↑

Achievement Data

Spreadsheet

*As per Alberta Education instructions, we only tested students still at risk.
**Final % proficient was calculated by the following: ((Total # students - # students at risk)/Total number of students) * 100)

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Achievement Data | Elementary

ACADEMICS			GRADE 6
ACADEMICS			2023	2024	↑ ↓
PROVINCIAL ACHIEVEMENT TESTS	English Language Arts	% Participation Rates/# Tested	100	NA
		% Acceptable Standard	86	NA
		% Standard of Excellence	18	NA
	Math	% Participation Rates/# Tested	100	NA
		% Acceptable Standard	77	NA
		% Standard of Excellence	32	NA
	Social Studies	% Participation Rates/# Tested	91	83
		% Acceptable Standard	82	75	↓
		% Standard of Excellence	14	17	↑
	Science	% Participation Rates/# Tested	91	88
		% Acceptable Standard	82	83	↑
		% Standard of Excellence	36	46	↑

ACADEMICS			GRADE 5
ACADEMICS			2023	2024	↑ ↓
CANADIAN ACHIEVEMENT TESTS	Reading	# Students Tested	18	22
		School Score	6.2	4.3	↓
		LRSD Score	5.9	4.8	↓
		Canadian Norm	5.9	5.7	↓
	Writing Conventions	# Students Tested	18	19
		School Score	6.3	4.4	↓
		LRSD Score	5.2	5.1	↓
		Canadian Norm	5.9	5.7	↓
	Mathematics	# Students Tested	18	22
		School Score	7.0	4.5	↓
		LRSD Score	5.8	5.2	↓
		Canadian Norm	5.9	5.7	↓
	Computation & Estimation	# Students Tested	16	21
		School Score	7.7	4.8	↓
		LRSD Score	5.8	5.8
		Canadian Norm	5.9	5.7	↓

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Academics			Grade 1	Grade 2	Grade 3
Academics			2024	2024	2024
SCHOOL DIVISION ASSESSMENTS	STAR Reading	# Tested	16	22	16
	STAR Reading	% Proficient	44	45	50
	STAR Math	# Tested	16	14	18
	STAR Math	% Proficient	69	21	39

Achievement Data | Elementary

Academics			Grade 4	Grade 5	Grade 6
Academics			2024	2024	2024
SCHOOL DIVISION ASSESSMENTS	STAR Reading	# Tested	18	20	22
	STAR Reading	% Proficient	33	55	59
	STAR Math	# Tested	18	20	22
	STAR Math	% Proficient	33	40	73

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Achievement Data | Secondary

ACADEMICS			GRADE 8
ACADEMICS			2023	2024
CANADIAN ACHIEVEMENT TESTS	Reading	# Students Tested	**	15
		School Score	**	8.1
		LRSD Score	**	8.6
		Canadian Norm	8.9	8.7	↓
	Writing Conventions	# Students Tested	NA*	18
		School Score	NA*	6.9
		LRSD Score	NA*	7.3
		Canadian Norm	8.9	8.7	↓
	Mathematics	# Students Tested	15	18
		School Score	10	9.3	↓
		LRSD Score	8.7	8.6	↓
		Canadian Norm	8.9	8.7	↓
	Computation & Estimation	# Students Tested	18	16
		School Score	9.6	8.8	↓
		LRSD Score	9.4	8.7	↓
		Canadian Norm	8.9	8.7	↓

Achievement Data

Spreadsheet

** These scores were not obtained due to technical issues with the CAT program.

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ACADEMICS			GRADE 7			GRADE 8			GRADE 9
ACADEMICS			2023	2024	↑ ↓	2023	2024	↑ ↓	2023	2024	↑ ↓
SCHOOL DIVISION ASSESSMENTS	STAR Reading	# Tested	22	20		21	21		13	14
	STAR Reading	% Proficient	59	80	↑	62	62	-	62	64	↑
	STAR Math	# Tested	22	20		21	21		13	14
	STAR Math	% Proficient	73	70	↓	62	76	↑	46	79	↑

Achievement Data | Secondary

ACADEMICS			GRADE 9
ACADEMICS			2023	2024	↑ ↓
PROVINCIAL ACHIEVEMENT TESTS	English Language Arts	% Participation Rates/# Tested	100	100
		% Acceptable Standard	91	100	↑
		% Standard of Excellence	17	21	↑
	Math	% Participation Rates/# Tested	100	100
		% Acceptable Standard	65	68	↑
		% Standard of Excellence	13	21	↑
	Social Studies	% Participation Rates/# Tested	100	100
		% Acceptable Standard	83	79	↓
		% Standard of Excellence	13	21	↑
	Science	% Participation Rates/# Tested	100	100
		% Acceptable Standard	74	90	↑
		% Standard of Excellence	35	58	↑

			COMBINED
			2023	2024	↑ ↓
SCHOOL DIVISION ASSESSMENTS	STAR Reading	# Tested	56	55
	STAR Reading	% Proficient	61	69	↑
	STAR Math	# Tested	56	55
	STAR Math	% Proficient	60	75	↑

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ACADEMICS
ACADEMICS			2023	2024				2023	2024				2023	2024
DIPLOMA EXAMS	ELA 30-1	# Tested	NA	12		Social 30-1	# Tested	15	NA		Physics 30	# Tested	8	NA
		% Acceptable Standard	NA	100			% Acceptable Standard	100	NA			% Acceptable Standard	100	NA
		% Standard of Excellence	NA	25			% Standard of Excellence	33	NA			% Standard of Excellence	13	NA
	ELA 30-2	# Tested	13	4		Social 30-2	# Tested	3	14		GRADUATION RATE	High School Diploma	79	75	↓
		% Acceptable Standard	100	100			% Acceptable Standard	100	100			Certificate of HS Achievement	0	0
		% Standard of Excellence	0	0			% Standard of Excellence	0	14	↑		Cert of School Completion	0	0
	Math 30-1	# Tested	4	15		Bio 30	# Tested	11	NA
		% Acceptable Standard	100	93	↓		% Acceptable Standard	100	NA
		% Standard of Excellence	25	27	↑		% Standard of Excellence	45	NA
	Math 30-2	# Tested	3	NA		Chem 30	# Tested	NA	14
		% Acceptable Standard	67	NA			% Acceptable Standard	NA	100
		% Standard of Excellence	0	NA			% Standard of Excellence	NA	36

Achievement Data | Secondary

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ALBERTA EDUCATION ASSURANCE MEASURE	ASSURANCE DOMAIN	MEASURE	2023		2024		↑ ↓
			LRSD	School	LRSD	School
	STUDENT GROWTH & ACHIEVEMENT	Student Learning Engagement	81.6	90.4	81.7	78	↓
		Citizenship	79.8	90.2	79.5	77.9	↓
		3-Year School Completion	78.5	71	75.3	79.9	↑
		5-Year School Completion	87.7	83.7	85.4	96.2	↑
	TEACHING & LEADING	Education Quality	85.9	91.5	86.5	86.4	↓
	LEARNING SUPPORTS	Welcoming, Caring, Respectful, and Safe Learning Environments	84.1	91.7	84.9	82.2	↓
	LEARNING SUPPORTS	Access to Supports and Services	78.6	86	78.9	75.8	↓
	GOVERNANCE	Parental Involvement	73.7	74.3	78	77.5	↑

MEASURABLE RESULTS ASSESSMENT (MRA)	CATEGORY	MEASURE	SUB-MEASURE	2023	2024	↑ ↓
	LEADERSHIP	Student Leadership	Personal Development	75	78	↑
	CULTURE	Supportive Student Environment	School Belonging	74	75	↑
	ACADEMICS	Goal Achievement	Academics Self-Efficacy	75	77	↑

MRA Dashboard*

Perception Data

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Process Data

2023-2024

Lighthouse Rubric Featured Collection

Implementation Progress Tool

Spring 2024

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Data Summary Statements & 2024-25 Education Plan

CELEBRAT I ONS	AEAM Data Grade 6 PAT results: 75% of students achieved acceptable standards and 16.7% achieved standard of excellence. Grade 9 PAT results: 84.2% of students achieved acceptable standard, and 30.3% of students achieved standard of excellence. Education Quality (86.4%)- on par with provincial average. Lifelong learners (80.7%)- slightly above provincial average. Rutherford Eligibility (86.7%)- well above provincial average. Safe and Caring Schools (84.6%)- on par with provincial average. Work Preparation (83.5%)- slightly above provincial average. MRA Data Student Leadership increased overall from 74 to 77, with largest increases in positive wellbeing and self-advocacy. Supportive environment for students increased from 74 to 75 with largest increase in “Trusted Relationships” Increased overall Academic score from 73% to 75%. Greatest gains in “Empowered Learners” and “Goal Achievement” Academic Growth 70% of students demonstrated typical or above average growth in literacy and numeracy. 82.3% of Early Literacy students demonstrated average, or above average growth.	GROWTH AREAS	AEAM Data Student Learning Engagement (78%) significant decline, but our 3-year average is still above the provincial average. Program of Studies (55.7%)- significant decline and well below provincial average. Program of Studies Students at risk (77%)- declined from last year. Slightly below provincial average. School Improvement (68.3%)- significant decline and below provincial average. Satisfaction with Program Access (69.1%)- decline from last year. Slightly below provincial average. MRA Data Family and Community Engagement (Family Engagement subcategory) decreased from 70% to 66%. Student Empowerment dropped from 76%-73% School Climate dropped from 86% to 81%	NEXT STEPS	Slides 4 through 6 outline specific steps we will be taking to meet our school goals. The slides that follow take a deeper dive into our areas for growth, with additional reflection regarding strategies for improvement.

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Measurable Results Assessment (MRA) Data Considerations:

The Organization to allow better understanding of the difference in views of our elementary and junior /senior students.
In making that transition, many questions were changed, omitted or added, which invalidates the comparison data from previous years. We can compare specific questions, but the summary data does not provide an accurate picture. This can only be done by comparing individual questions throughout the survey.

Alberta Education Assessment Measures (AEAM) Data Considerations:

Any time a group selects “I Don’t Know” as a response, it has a negative impact on our overall results. Many of our lower scores are as a result of many respondents not having an opinion, thus should not be considered as negative as they initially appear. Digging deeper into the individual questions, provides more insight into where we need to improve.
This is the first year we were able to sample all students in grades 4 and up, which provides more meaningful data than in past years. That being said, our sample is still smaller than the MRA sample, so where there are similar questions, we will defer to MRA responses as the more accurate representation of perception data.

Type of Respondent	AEAM	MRA
Student	n=126	n=160
Staff	n=10	n=17
Parents	n=13	n= 54

Digging Deeper: Considerations

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Celebrations: Lifelong Learning and Work Preparation

This is an area of celebration. Parents and teachers agree that we are providing students with the necessary tools to ensure they engage in lifelong learning. Which is the key to a fulfilling life. While this is important, it is essential that we consider whether students feel prepared for life after graduation. Below are the Measurable Results Survey data related to Life Readiness and Future Focus. They indicate that, overall, students have a relatively positive attitude about their ability to be successful outside of school.

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MRA-Life Readiness Responses

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Celebration: Citizenship

This is another area for celebration. Overall, we are above the provincial average. These results are further supported by student responses to MRA questions about interpersonal development and prosocial behaviours. AEAM and MRA questions and responses are provided in the following 4 slides. Student responses are more positive when they consider their own behaviour, than when considering how other students behave toward each other. This is an interesting discrepancy, and will be something we look into this year through conversations with student groups.

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Teacher Questions	Agree/ Strongly Agree	Disagree/ Strongly Disagree	I Don’t Know
Students are encouraged at your school to be involved in activities that help the community	92%	0%	8%
Students are encouraged at your school to try their best	100%	0%	0%
Students at your school follow the rules	83%	17%	0%
Students at your school help each other when they can	100%	0%	0%
Students at your school respect each other	92%	8%	0%

Parent Questions	Agree/ Strongly Agree	Disagree/ Strongly Disagree	I Don’t Know
Students at your child's school follow the rules	57%	14%	29%
Students at your child's school help each other when they can	64%	29%	7%
Students at your child's school respect each other	50%	36%	14%
Your child is encouraged at school to be involved in activities that help the community	79%	14%	7%
Your child is encouraged at school to try their best	100%	0%	0%

AEAM Citizenship Questions - Parents and Teachers

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AEAM Citizenship Questions - Students

Grades 4-6	Yes	No	Don’t Know
At school, are you encouraged to try your best	97%	3%	0%
At school, do most students follow the rules	63%	22%	16%
At school, do most students help each other	91%	0%	9%
At school, do most students respect each other	73%	6%	21%
Grades 7-9	Yes	No	Don’t Know
At school, I am encouraged to get involved in activities that help people in my community	72%	25%	3%
At school, I am encouraged to try my best	91%	8%	1%
At school, students follow the rules	42%	50%	8%
At school, students help each other	61%	34%	5%
At school, students respect each other	47%	44%	9%
Grades 10-12	Yes	No	Don’t Know
At school, I am encouraged to get involved in activities that help people in my community	63%	25%	12%
At school, I am encouraged to try my best	78%	12%	10%
At school, students follow the rules	59%	27%	15%
At school, students help each other	73%	23%	5%
At school, students respect each other	66%	26%	7%

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MRA Interpersonal Questions- Students (in line with AEAM Citizenship Questions)

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MRA Prosocial Questions- Students (in line with AEAM Citizenship Questions)

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Area for Growth: Program of Studies

One area for improvement is in the program of studies section of the AEAM, which asks students, teachers and parents about their satisfaction with the variety of options available at Livingstone School. As a small school and increased cuts to staffing and resources, we can only offer art, physical education and health regularly. Our high school students do not receive formal health education after grade 10. This is reflected in student responses (listed in the next two slides) with more positive responses for the courses we do offer regularly, and negative responses for those that are not a part of the regular schedule. We try to mitigate that by offering various options on Flex Fridays, including French, Spanish, music, coding, art and design options, and more based on student feedback and teacher capacity. This year we have added drama, and environmental sustainability through the PEAKS collegiate, and are working on developing more capacity for teachers to provide instruction on computer technology and CNC design. We are also accessing more resources from Lethbridge Polytechnic to provide more instruction related to the trades, and actively promoting dual credit programming.

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Grade and Questions	Good/ Very Good	Poor/ Very Poor	I Don’t Know
Grades 7-9
Are the opportunities you have to learn about art at school	73%	25%	2%
Are the opportunities you have to learn about drama at school	13%	78%	9%
Are the opportunities you have to learn about health at school	82%	18%	0%
Are the opportunities you have to learn about music at school	31%	63%	6%
Are the opportunities you have to learn about technology at school	53%	39%	8%
Are the opportunities you have to learn another language at school	33%	64%	4%
Are the opportunities you have to participate in physical education at school	98%	2%	0%
Is the variety of courses available to you at school	41%	56%	4%

Program of Studies- Junior High Students

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Grade and Questions	Good/ Very Good	Poor/ Very Poor	I Don’t Know
Grades 10-12
Are the opportunities you have to learn about art at school	77%	19%	4%
Are the opportunities you have to learn about drama at school	13%	77%	10%
Are the opportunities you have to learn about health at school	57%	38%	5%
Are the opportunities you have to learn about music at school	23%	64%	13%
Are the opportunities you have to learn about technology at school	45%	47%	7%
Are the opportunities you have to learn another language at school	25%	70%	5%
Are the opportunities you have to participate in physical education at school	95%	4%	0%
Is the variety of courses available to you at school	20%	75%	5%

Program of Studies-High School Students

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Although we have seen a decline, when looking at the 3-year average, we are still performing on par with the rest of Livingstone Range School Division and the Provincial Average. Upon further examination, the responses are more positive than they appear in the table. When responding to the statement “When your child needs it, teachers at your child’s school are available to help them,” 93% of parents responded “Strongly Agree” or “Agree”, and only 7% responded “Disagree”. When responding to the statement “Your child can easily access programs and services at school to get help with school work,” 50% of parents responded positively, 14% responded “Disagree” and 36% selected “I don’t know” as a response. Finally, when responding to the statement “Your child can get help at school with problems that are not related to school work,” 64% of parents responded positively, 15% responded negatively and 21% of parents responded “I don’t know.”

It may be that parents who selected “I Don’t Know” have students who typically do well at school, and are not in need of additional support. Since our sample size is so small, this data should be taken into consideration alongside MRA data, which has a larger sample size across the board and is more representative of parent, staff and student perception. It is also important to place more emphasis on student perception as they are the ones who are accessing supports within the school.

Student responses varied from elementary to Junior/Senior High. The breakdown is listed in the next two slides.

These trends are consistent with our Measurable Results Assessment data, which is an indication that more work needs to be done to help older students engage in the various opportunities they have to receive help with their school work, and especially with issues related to non-academic issues.

When compared with the Measurable Results Survey, there are similar discrepancies, which reinforces the need to focus on this area.

Area for Growth: Program of Studies-Students at Risk

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Program of Studies-Students at Risk- Student Responses

Grade and Questions	Agree/Strongly Agree or Yes	Disagree/Strongly Disagree or No	I Don’t Know
Grade 4-6
“Can you get help at your school with problems that are not about your school work?”	86%	6%	3%
“It is easy to get help with school work at your school if you need it”	94%	3%	3%
“When you need it, are teachers at your school available to help you?”	97%	0%	3%
Grades 7-9
“I can get help at my school with problems that are not related to school work”	59%	32%	9%
“It is easy to get help with school work at my school if I need it”	76%	22%	2%
“When I need it, teachers at my school are available to help me”	76%	17%	7%
Grades 10-12
“I can get help at my school with problems that are not related to school work”	53%	28%	20%
“It is easy to get help with school work at my school if I need it”	74%	19%	7%
“When I need it, teachers at my school are available to help me”	71%	22%	7%

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MRA Student Support Data-Student Responses

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Area for Growth: Student Learning and Engagement

Parent and teacher responses have stayed the same, student responses have declined significantly, especially in high school.

Student responses varied from elementary to Junior/Senior High. The breakdown is listed on the next slide.

Based on that information, we need to work on creating more engaging activities and lessons for students (especially in high school), and remind them frequently how these skills will help them be successful as they move out of our school and into post-secondary or the workforce.

This is an interesting discrepancy when compared to the “Lifelong Learning” and “Workplace Readiness” results, as well as the “Life Readiness” responses on the MRA as the questions students are responding to in this section (provided in the next two slides) are related to how the core subjects help prepare them for life after high school.

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Grades/Questions	Agree/ Strongly Agree/ Yes	Disagree/ Strongly Disagree/ No	I Don’t Know
Grades 4-6
“Do you like learning language arts?”	42%	36%	21%
“Do you like learning math?”	58%	30%	12%
Grades 7-9
“I understand how the language arts I am learning at school is useful to me”	71%	26%	2%
“I understand how the mathematics I am learning at school is useful to me”	85%	11%	4%
“I understand how the science I am learning at school is useful to me”	91%	9%	0%
“I understand how the social studies I am learning at school is useful to me”	59%	34%	7%
“The language arts I am learning at school is interesting to me”	46%	53%	0%
“The mathematics I am learning at school is interesting to me”	56%	38%	6%
“The science I am learning at school is interesting to me”	71%	27%	2%
“The social studies I am learning at school is interesting to me”	51%	46%	4%

Student Learning and Engagement: Student Responses

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Grades/Questions	Agree/ Strongly Agree	Disagree/ Strongly Disagree	I Don’t Know
Grades 10-12
“I understand how the language arts I am learning at school is useful to me”	81%	18%	3%
“I understand how the mathematics I am learning at school is useful to me”	52%	46%	2%
“I understand how the science I am learning at school is useful to me”	74%	19%	8%
“I understand how the social studies I am learning at school is useful to me”	66%	26%	9%
“The language arts I am learning at school is interesting to me”	45%	53%	3%
“The mathematics I am learning at school is interesting to me”	44%	54%	2%
“The science I am learning at school is interesting to me”	58%	35%	8%
“The social studies I am learning at school is interesting to me”	51%	43%	6%

Student Learning and Engagement: Student Responses Continued