DRIVERS OF STUDENT OUTCOMES

How is the ‘replica school’ is created? The replica school is created by finding individual students (in the entire TTFM NSW database) that match ours (CGHS) based on year, sex and socio-economic status. The SES is based on students self reported responses relating to educational level of parents, cultural possessions in the home. The questions are similar to those used in the PISA surveys internationally.

Relevance 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 - English, Maths, 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

Rigour RIGOUR - Students respond to a subset of questions, from a full set of 9 Likert questions, regarding the rigour of classroom instruction in three subject areas - English, Maths, and science. Rigour refers to instruction that is well-organised, 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 rigour". Results are not broken down by subject. 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 assessments and quizzes help me learn.

Truancy TRUANCY - The TTFM Truancy measure is based on the following three questions regarding the frequency during the previous month that students wag, skip, or truant classes or days at school without a reason, or arrive late for school or classes: In the past month, how often have you: Missed a day at school WITHOUT permission? Wagged, skipped, or truanted a class WITHOUT permission? Arrived late for school or classes?

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: What I am taught at school is important. Doing well in school is important for when I grow up. What I am learning in Maths is important. What I am learning in English is important. What I learn at school is useful in my everyday life.

Advocacy at School Advocacy at School - Students respond to 5 - 6 Likert questions about whether they have someone at school who consistently provides encouragement and who can be turned to for advice; They are interested in my school assignments. They talk with me about how I am doing at school. They listen to what I have to say. They help me reach my goals. They care about me. There is someone I can talk to about any problems I might have.

Advocacy outside of School ADVOCACY OUTSIDE OF SCHOOL - Students respond to 5 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, Once a Week, 2 or 3 Times a Week, 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. Ask me how well I am getting along with kids at school. Show interest in my school assignments. Encourage me to do well at school.

Bully-Victim BULLY VICTIM - In the past month, how often have you been: Physically bullied at school? (e.g., pushed, punched, scared by someone). Verbally bullied (e.g., called names, teased, threatened, received racist comments). Socially bullied (e.g., excluded by others, had rumours spread about you, or had someone try to make you look bad). Cyber bullied (e.g., called names, teased, or threatened with computer, email or phone text messages.) Students are considered to be victims of bullying if they had experienced any physical bullying in the past month, or any one of verbal, social or cyber bullying more than about once a week. We also identify more severe victims of bullying. These students had experienced physical bullying more than once a week, or any one of verbal, social or cyber bullying every day or almost every day. The goal is to eliminate all bullying. About one-quarter of the schools enrolled in TTFM have levels of bullying below 20%, and one-quarter have levels above 32%. The "all schools" ribbon and "drill-down" lines reflect the combined reporting of high and moderate levels of bullying.

Bully-Victim BULLY VICTIM - In the past month, how often have you been: Physically bullied at school? (e.g., pushed, punched, scared by someone). Verbally bullied (e.g., called names, teased, threatened, received racist comments). Socially bullied (e.g., excluded by others, had rumours spread about you, or had someone try to make you look bad). Cyber bullied (e.g., called names, teased, or threatened with computer, email or phone text messages.)

Effective Learning Time 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:  English, Maths, 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 organised. Teachers help us understand important ideas. Important ideas are taught well. Responses to students' questions are clear.

Expectations for Success EXPECTATIONS FOR SUCCESS - The TTFM measure of Expectations for Success uses the following five statements to assess the extent to which school staff value academic achievement and hold high expectations for all students: In our school .... I must work hard to succeed. My teachers encourage me to do better. My teachers expect homework to be done on time. My teachers expect me to work hard. My teachers expect all students to do their best work.

Positive Learning Climate POSITIVE LEARNING ENVIRONMENT - The TTFM measure of Positive Learning Climate uses the following five statements to assess the extent to which pupils internalise the norms and values of the classroom, and conform to them: In our school .... Students are quiet when they should be. Teachers do not let us fool around in class Teachers have control of the class. I know what the class rules are. Students behave in class.

Positive Teacher-Student Relations POSITIVE TEACHER / STUDENT RELATIONS - The TTFM measure of Teacher-Student Relations uses the following five statements to assess students perceptions about how they are treated by their teachers, and whether they feel supported by them. In our school: My teachers treat me fairly. My teachers tell me when I have done a good job. I get along with my teachers. My teachers care about me. Teachers help students who need extra help.