The Instruments

The College Readiness Assessment (CRA) is a learning progression-based measure of the trajectory of students’ abilities to connect representations of mathematical functions in grades 6-12. As a formative assessment building on cognitive research in mathematics learning, the CRA aims to help students transition smoothly from middle school to college-level math coursework. In contrast to other college readiness tests, which focus on quantitatively scoring the correctness of students’ answers, the CRA uses multi-level items to measure students’ mathematical proficiency from a cognitive perspective. CRA’s six levels of progression intend to show how students’ mathematical understanding and thinking developed rather than how correctly students answered the questions. CRA’s applicability to socioculturally diverse contexts has not been studied extensively.

Year developed:2011.

The College Readiness for Global Campus Survey was developed by Lee et al. (2019) to explore the college readiness of US and international undergraduate students. College readiness measures of the College Readiness for Global Campus Survey focus on two domains: academic readiness and sociocultural readiness. The academic readiness domain includes academic competencies such as critical thinking, problem-solving, computing skills, note-taking, presentation and test-taking skills, reading, writing, and mastery in subject areas. The sociocultural readiness domain includes 11 sociocultural competencies: collaboration and teamwork, commitment to learning, understanding college and career paths, responsibility, academic integrity, communication, creativity, independence, help-seeking, balancing multiple demands, and multicultural competence. The survey uses Likert-type questions ranging from 1 “none” to 5 “excellent”.

Year developed: 2019.

ThinkReady (formerly C-PAS, CPAS) is an innovative assessment designed to track the development of Key Cognitive Strategies (KCS), which are the thinking skills necessary for college and career readiness and success. Through extensive research over more than a decade, Dr. David T. Conley, founder of the Educational Policy Improvement Center (EPIC), identified the KCS necessary for success in college or a career: Problem Formulation, Research, Interpretation, Communication, Precision/Accuracy, ThinkReady measures the KCS through performance tasks that teachers conduct within existing lesson plans and that align with their curricular requirements. ThinkReady guides and informs a school’s efforts to prepare students for success after high school graduation. The information generated measures student development of the KCS over time from grades 6–12 and helps all students develop important thinking skills, regardless of current academic skill level. The goal is to have an assessment system that schools, districts, and states can use to ensure that students have the thinking skills to be successful after they graduate from high school.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The College Readiness Scale (CRS) was designed to measure college readiness for teenagers with ADHD. It is a self-report measure focusing on behaviors related to college readiness (Maitland & Quinn, 2011). The 43-item scale has three subscales:

1. Self-determination, including self-knowledge, communication skills, and self-management (15 items).
2. Daily living skills, including self-care, organization, and time management (13 items).
3. Academic skills, including self-knowledge, study skills, and time management for academic tasks (15 items).

The Likert-scale items range from 0 “never/not at all” to 4 “very often/very true.” The internal reliability of the CRS is .95.

The CSSWQ was intentionally designed as a brief measure of cumulative subjective well-being. As such, only one or two relevant indicators were selected to represent each well-being domain, resulting in a measurement model consisting of five college-grounded positive psychology traits: college gratitude (emotional domain), academic self-efficacy, and academic satisfaction (cognitive domain), school connectedness (social domain), and academic grit (behavioral domain).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The College Survival and Success Scale (CSSC) measures noncognitive college readiness. First designed in 2006 and in the 2nd edition since 2011, the subscales that CSSC assesses include:

• Commitment to education.
• Self- and resource-management skills.
• Interpersonal and social skills.
• Academic success skills.
• Career planning skills.

Items are Likert-type, with response options ranging from “a lot like me” to “not like me.”

Year developed: 2006 (2nd edition since 2011).

Self-reported survey designed to assess denial of the existence of racism and racial dynamics. Higher scores on each of the CoBRAS factors and the total score are suggested to be related to greater:  (a) global belief in a just world; (b) sociopolitical dimensions of a belief in a just world, (c) racial and gender intolerance, and (d) racial prejudice.

The Communities That Care (CTC) Youth Survey, developed by Drs. J. David Hawkins and Richard Catalano at the University of Washington’s Social Development Research Group, is a key tool from the Center for Substance Abuse Prevention, part of the U.S. Government’s Substance Abuse and Mental Health Services Administration (SAMHSA). This survey utilizes a risk and protective factor model to evaluate youth problem behaviors, including violence, delinquency, school dropout, and substance abuse. Offered by Pride Surveys, the CTC Youth Survey is a precise replica of the original, incorporating SAMHSA’s new Core Measures as mandated by the Drug-Free Communities Grant. It is designed for use by community coalitions to better understand and address youth issues in their communities.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

This body of surveys include forms for teacher/staff and parent/caregiver responses in addition to student responses. Each survey can include a number of scales which can be included or excluded according to the goals of the survey administrator. Some of these subscales include academic motivation, experiences in schools, substance use, and peer relationships.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The goal of this project was to produce a set of civic measures with good psychometric properties that are appropriate for use with young people ages 12-18. These measures tap aspects of adolescents civic behaviors, opinions, knowledge, and dispositions. These measures are easy to administer and can be used by educators, staff of community-based organizations, program evaluators, and scholars. The data used to derive the civic measures were gathered from two waves of surveys with 1,924 students ages 12-18 from 88 social studies classes in the Northeastern United States. These data were collected during the 2004 election campaign with the pre-survey occurring prior to the election (mid-September).

A user-friendly school-wide needs assessment and feedback system for school improvement. The Comprehensive Assessment of Leadership for Learning (CALL) provides unique tools and customized services to support professional growth, leadership development, and school improvement planning.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Comprehensive School Climate Inventory (CSCI) is a nationally-recognized and empircally validated school climate survey that provides an in-depth profile of your school community‘s particular strengths, as well as areas for improvement. With the CSCI, you can quickly and accurately assess student, parent/ guardian, and school personnel perceptions in order to get the data that you need to make informed decisions for lasting improvement. The CSCI measures thirteen essential dimensions of a healthy school climate in five broad categories: Safety, Teaching and Learning, Interpersonal Relationships, Social Media, Institutional Environment, as well as two distinct dimensions for personnel only.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Computationally Intensive Science Career Interests Instrument (CISCI) is an instument that explores middle school students' interests in careers in the intensive sciences. It contains 5 constucts/ dimensions: CIS career value, CIS academic self-efficacy, CIS career self-efficacy, CIS career interst and goals, and CIS parental supports and role models.

AIR supports improved student and school performance through the Conditions for Learning Survey, administered in schools across the United States, including the Cleveland Metropolitan School District. The survey assesses four core constructs within elementary, middle and high schools: A safe and respectful climate, Challenge/high expectations, Student support, Social and emotional learning

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The CSEI-SC measures self-concept, and it can be used for individual diagnosis, classroom screening, or pre-post evaluation. Subscore(s): Lie scale, General self, Social self-peers, Home-parents, School-academic

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Coping Flexibility Scale is a 10-item assessment containing two subscales that measure evaluation coping and adapative coping. Each subscale contains 5 items that are rated on a 4-point Likert scale.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The CORE Districts, a group of districts in California committed to measuring and supporting an expanded definition of student success, have created a survey to identify the social-emotional strengths and needs for students in grades 4-12. This survey asks students about their perceptions of their own growth-mindset, self-efficacy, self-management, and social-awareness.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The CCTT is designed to assess students‘ reasoning ability. The assessment spans five subscales: Induction, Deduction, Observation, Credibility, and Assumptions.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The CoVitality SEHS, partially funded by IES at the US Department of Education, aligns with national frameworks of social-emotional competencies, measuring student strengths. There are three forms for use in corresponding grade levels: primary, secondary, and higher education.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Creative Self-Efficacy Scale (CSE) is a self-report measure of creative self-efficacy in middle and high school aged students. The 3 items contained within the CSE are answered on a five-point Likert scale.

The Creativity Assessment Packet (CAP) is a bundle of three assessments (Test of Divergent Thinking, Test of Divergent Feeling, and The Williams Scale) designed to measure cognitive competencies. Subscore(s): Subscale scores are reported: Originality, Fluency, Flexibility, Elaboration

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The CAT instrument is a unique tool designed to assess and promote the improvement of critical thinking and real-world problem solving skills. Most of the questions require short answer essay responses, and a detailed scoring guide helps ensure good scoring reliability. The CAT instrument is scored by the institution's own faculty using the detailed scoring guide. During the scoring process faculty are able to see their students' weaknesses and understand areas that need improvement. Faculty are encouraged to use the CAT instrument as a model for developing authentic assessments and learning activities in their own discipline that improve students' critical thinking and real-world problem solving skills. These features help close the loop in assessment and quality improvement.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Cultivate is administered to all of a schools’ 5th-12th grade classrooms. Students in each of those grades are randomly assigned to report on their English, math, science, or social studies class. Survey results are grouped by grade level and subject area; classroom- and teacher-level data is not reported. Grade-level and subject-area teacher teams can work together to create plans for improving Learning Conditions for their grade or subject taught, or the whole school can work on one Learning Condition across all grade levels and subjects. Each of these approaches can support the development of positive learning environments across a school.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Culturally Ambitious Teaching Practices in Mathematics (CATP) measures practices that support the development of a culturally relevant classroom environment.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Culturally Inclusive and Responsive Curricular Environments (CIRCLE) Scale is a student survey that captures how culturally inclusive, respectful, and responsive a school’s learning environment feels to students. It was developed using interviews with middle school students from multiple cultural groups, who shared their experiences with teachers, peers, curriculum, and school policies. These insights shaped the survey items so that they reflect what cultural inclusion looks and feels like from a student perspective.

The Culturally Responsive Instruction Observation Protocol (CRIOP) is a comprehensive framework and evaluation tool that operationalizes culturally responsive instruction. Indicators of culturally responsive instruction are rated on a scale of 0 (never) to 4 (consistently); and each indicator includes detailed examples of what constitutes responsive and non-responsive practice. CRIOP is intended for use as a classroom observation guide for coaches, principals, instructional coaches, etc. to support classroom teachers in the development of more culturally responsive instruction.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Culturally Responsive Teaching Survey measures instructional practices associated with culturally responsive teaching, including conveying respect and connectedness, building on students' personal experiences, and encouraging confidence as learners. Subscore(s): Establishing inclusion; Developing attitude; Enhancing meaning; Engendering competence

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) is a survey that assesses teachers‘ beliefs that engaging in culturally responsive teaching practices will have positive classroom and student outcomes. The scale is based on Bandura's (1977) research on outcome expectancies (a person's estimate that a given behavior will lead to certain outcomes), and Siwatu's (2006) research on Culturally Responsive Teaching Competencies. Survey respondents rate from 0 to 100 the probability that a certain culturally responsive teaching behavior will lead to positive classroom and student outcomes. The scale has primarily been used to support the development of preservice teachers.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The CEEA equips schools and workplaces to make data-driven decisions to improve the culture and climate. The CEEA for schools is aligned with 21st Century Skills and distinguished from other school climate surveys by its unique focus on the cultural assets provided by school and family culture. The CEEA process also supports the development of cultural assets essential for all schools working on RTI, PBIS, building a safe and supportive school climate, social-emotional learning standards, and other educational initiatives.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The CEEA equips schools and workplaces to make data-driven decisions to improve the culture and climate. The CEEA for schools is aligned with 21st Century Skills and distinguished from other school climate surveys by its unique focus on the cultural assets provided by school and family culture. The CEEA process also supports the development of cultural assets essential for all schools working on RTI, PBIS, building a safe and supportive school climate, social-emotional learning standards, and other educational initiatives. Students - Competencies (Version 4.2 only) (excellence, ethics); School culture (excellence, ethics); Faculty practices (excellence, ethics); Student safety; Faculty support for and engagement of students. Faculty/Staff - Competencies (Version 4.2 only) (excellence, ethics); School culture (excellence, ethics); Faculty practices (excellence, ethics); Student safety; Faculty support for and engagement of students; Leadership practices; Faculty beliefs and behaviors; Home-school communication and support. Parents - Perception of school culture; School engaging parents; Parents engaging with school; Learning at home/promoting excellence; Parenting/promoting ethics.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.