Welcome to the NewSchools Venture Fund (NSVF) Dashboard
- Enrollment is calculated based on the rostering files received from schools.
- Survey response rate is defined by the percent of students in grades four through twelve who have responded to at least one question on the student SEL or CC surveys.
- Academic achievement and growth metrics are calculated from the NWEA MAP assessment results. The average achievement percentiles are aggregated from the spring term student test percentile reported by NWEA based on their national testing sample. The growth metrics measure the percentage of students who meet their fall to spring growth goal set by NWEA.
- SEL and CC metrics are calculated based on the the SEL and CC survey data collected by Kelvin Education and Insights. Student survey results are percentile rank scores (ranging 1-99). School averages of the students' percentile rank scores are reported for each school.
- Grade groups are based on the following cutoffs:
- Elementary School (ES): K-5
- Middle School (MS): 6-8
- High School (HS): 9-12
- The 'All NewSchools' aggregations do not include schools who have:
- aged out of the NewSchools research agreement
- closed
We hope you find this useful!
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Generate School Summary Report (.csv)
Metrics will be suppressed if there are 10 or fewer students in the subgroup (eg. 5th graders, Hispanic or Latino, etc.). In addition, if one subgroup is suppressed within a subgroup category (Grade or Race/Ethnicity), the next smallest will also be suppressed to render back-calculation impossible.
The 'No Data' label is different from suppressed data. Metrics will have the label 'No Data' if there are no data reported for that subgroup.
What scale is used for color coding the participation, achievement, and growth metrics in this view?
Grey: No data or data is suppressed
Red: The value of the reported metric is less than 34
Yellow: The value of the reported metric is between 34 and 67
Green: The value of the reported metric is between 67 and 100
Red: The value of the reported metric is less than 34
Yellow: The value of the reported metric is between 34 and 67
Green: The value of the reported metric is between 67 and 100
Social Awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. This involves being aware of other people and their emotions, as well as other settings/contexts and their social rules, and using that to determine appropriate behaviors for varying social situations, as well as the ability to engage in positive relationships with others.
Self-Management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, delaying gratification, motivating oneself, and setting and working toward personal and academic goals. Students with strong self-regulation skills arrive to class prepared, pay attention, follow directions, allow others to speak without interruption, and work independently, and with focus.
Self-Efficacy: The belief in one's own ability to succeed in achieving an outcome or reaching a goal. Self-efficacy reflects confidence in the ability to exert control over one’s motivation, behavior, and environment. Students with a high sense of self efficacy may approach difficult tasks as challenges, quickly recover from and persist despite setbacks, and see failure as a need for more effort and strengthened skills.
Self-Awareness: The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. Students who are self-aware can demonstrate knowledge of their emotions, personal strengths, challenges and potential, and awareness of how to get help and support when needed; they also self-monitor and constantly reassess where they are in relation to a goal.
Perseverance: The tendency to stay focused on a goal despite obstacles and to forego distractions or temptations, prioritizing higher pursuits over lower pleasures. Students with high perseverance are often passionate and committed to a long-term goal and work hard despite experiencing failure or hardships. Academic perseverance is the difference between doing the minimal amount of work to pass a class and putting in long hours to truly master course materials and excel.
Learning Strategies: Students’ deliberate use of strategies to manage their own learning processes in class.
Growth Mindset: The belief that one’s abilities and skills can grow with effort. Students with a growth mindset see effort as necessary for success, embrace challenges, learn from criticism, and persist in the face of setbacks.
Curiosity: A strong desire to learn information or know something for its own sake. Students with high curiosity have the willingness to engage in more effortful thinking, higher intrinsic motivation to perform challenging cognitive tasks, and are willing to make adjustments to existing attitudes and behaviors once they have been exposed to new ideas or situations.
Self-Management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, delaying gratification, motivating oneself, and setting and working toward personal and academic goals. Students with strong self-regulation skills arrive to class prepared, pay attention, follow directions, allow others to speak without interruption, and work independently, and with focus.
Self-Efficacy: The belief in one's own ability to succeed in achieving an outcome or reaching a goal. Self-efficacy reflects confidence in the ability to exert control over one’s motivation, behavior, and environment. Students with a high sense of self efficacy may approach difficult tasks as challenges, quickly recover from and persist despite setbacks, and see failure as a need for more effort and strengthened skills.
Self-Awareness: The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. Students who are self-aware can demonstrate knowledge of their emotions, personal strengths, challenges and potential, and awareness of how to get help and support when needed; they also self-monitor and constantly reassess where they are in relation to a goal.
Perseverance: The tendency to stay focused on a goal despite obstacles and to forego distractions or temptations, prioritizing higher pursuits over lower pleasures. Students with high perseverance are often passionate and committed to a long-term goal and work hard despite experiencing failure or hardships. Academic perseverance is the difference between doing the minimal amount of work to pass a class and putting in long hours to truly master course materials and excel.
Learning Strategies: Students’ deliberate use of strategies to manage their own learning processes in class.
Growth Mindset: The belief that one’s abilities and skills can grow with effort. Students with a growth mindset see effort as necessary for success, embrace challenges, learn from criticism, and persist in the face of setbacks.
Curiosity: A strong desire to learn information or know something for its own sake. Students with high curiosity have the willingness to engage in more effortful thinking, higher intrinsic motivation to perform challenging cognitive tasks, and are willing to make adjustments to existing attitudes and behaviors once they have been exposed to new ideas or situations.
Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom.
Sense of Belonging: How much students feel that they are valued members of the school community. Students with a sense of belonging in school feel socially connected, supported, and respected. They trust their teachers and their peers, and they feel like they fit in at school. They are not worried about being treated as a stereotype and are confident that they are seen as a person of value.
School Safety: Perceptions of student physical and psychological safety while at school.
Rigorous Expectations: Students’ feelings about how much they’re held to high expectations around effort, understanding, persistence and performance in class.
Fairness: A set of congruent behaviors, attitudes, and policies that come together in a system or agency, and enable them to work effectively in cross-cultural situations.
Engagement: Students’ level of attentiveness and investment in their classes.
Diversity and Inclusion: How diverse, integrated, and fair school is for students from different races, ethnicities, or cultures.
Cultural Awareness and Action: How often students learn about, discuss, and confront issues of race, ethnicity, and culture in school.
Sense of Belonging: How much students feel that they are valued members of the school community. Students with a sense of belonging in school feel socially connected, supported, and respected. They trust their teachers and their peers, and they feel like they fit in at school. They are not worried about being treated as a stereotype and are confident that they are seen as a person of value.
School Safety: Perceptions of student physical and psychological safety while at school.
Rigorous Expectations: Students’ feelings about how much they’re held to high expectations around effort, understanding, persistence and performance in class.
Fairness: A set of congruent behaviors, attitudes, and policies that come together in a system or agency, and enable them to work effectively in cross-cultural situations.
Engagement: Students’ level of attentiveness and investment in their classes.
Diversity and Inclusion: How diverse, integrated, and fair school is for students from different races, ethnicities, or cultures.
Cultural Awareness and Action: How often students learn about, discuss, and confront issues of race, ethnicity, and culture in school.
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NewSchools Venture Fund - Portfolio Report
This page displays each school's average percentile scores of different MAP and survey metrics. All schools
within a grade range or within one portfolio can be shown at once. The grade ranges are:
- Elementary School (ES): K-5
- Middle School (MS): 6-8
- High School (HS): 9-12
Note: because students at different developmental stages are likely to interpret survey items with the same wordings
differently, SEL and CC scale scores and percentile rank scores are calculated seperately within each grade.
As a result, it is important to avoid making direct comparisons between schools who serve students at different grade levels.
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NewSchools Venture Fund - Scatterplot View
This page allows you to compare two academic/survey metrics at the same time. All schools within a grade range are shown at once. The grade ranges are:
- Elementary School (ES): K-5
- Middle School (MS): 6-8
- High School (HS): 9-12
Please note: because students at different developmental stages are likely to interpret survey items with the same wordings differently, SEL and CC scale scores and percentile rank scores are calculated separately within each grade. As a result, it is important to avoid making direct comparisons between schools who serve students at different grade levels.
The "line of best fit" is estimated from the data points plotted. Therefore, when interpreting the relationship, please consider factors such as the number of data points available and potential outliers. This line is omitted when fewer than 10 data points are plotted.