NOTE: Data from public school districts is reported “as-is”. Any discrepancies or unusual observations in this data are reflective of the data as it was received by the public school(s) and no efforts were made by SMU, Big Thought nor Dallas Afterschool to alter or make assumptions about corrections to data received by public schools. Categories with data from public schools includes “Stu Demog & School Attendance”, “Student Course Grades”, “3rd-8th Grade STAAR”, “STAAR End-Of-Course Exams”, and Istation Indicators of Progress”.
Program Information
| Field | Description |
| Program Name | name of the specific program |
| Program ID | unique org/program/site combination key |
| ORG Name | name of organization associated with the specific program |
| Site Name | name of the site where the program is held |
| DAS | indicates if program is affiliated with Dallas Afterschool |
| DCOL | indicates if program is affiliated with Dallas City of Learning |
| PSeli | indicates if program is affiliated with DISD PSELI |
| TSZ | indicates if program is affiliated with the school zone |
| Start Date | date the program begins for the program year |
| End Date | date the program ends for the program year |
| Number Days Possible Year | number of possible days of attendance for participants |
| Number Hours Possible Year | number of possible hours of attendance per day for participants |
| Monday – Sunday | indicates if program is active each day of the week |
| Category | category of programming: general academics, literacy, STEM, mentor, sport, arts, leadership (can be one or more) |
| Category SEL | indicates if the program is focused on SEL |
| Category Faith | indicates if the program is focused on faith |
| MIN Age Level | minimum age level of participants |
| MAX Age Level | maximum age level of participants |
| Number of Seats | number of seats in the program during the program duration |
| Address | street address of program site |
| City | city |
| State | state |
| Full Postal Code | full 9 digit postal code |
| Latitude | latitude of program site |
| Longitude | longitude of program site |
| DAS Certified | indicates if the program is a certified site by Dallas Afterschool |
| DAS SOP | indicates if the program is a SOP site within Dallas Afterschool |
| Program Type | indicates if the program is comprehensive or club: comprehensive are ongoing programs, club are more optional and non-regularly occurring |
| Program Commitment | indicates if the program is every day or not (full time or part time) |
| Program Duration | indicates when the program generally occurs (summer or school year or year long) |
| Phone Numbers | phone number of program |
| Websites | website of program |
Program Enrollment & Attendance
| Field | Description |
| TOTAL ENROLLMENT | total number of people enrolled in the program at most recent count |
| ACADEMIC YEAR | specifies which academic year the attendance is for (e.g., 2017-2018) |
| AVG PERCENT ATTENDED | average percent of days attended for all students (days attended/days enrolled) |
| DAYS ATTENDED | number of days actually attended by all students |
| DAYS ENROLLED | number of days student was actually enrolled in the program for all students |
| HOURS ATTENDED | number of total hours attended for all students |
Survey Question Bank
| Question ID | Source | Question | Min Score | Max Score | Construct | Sub-Construct | Common Item Among All Programs | Dallas City of Learning Specific Item |
| 42 | Caregiver | Because of this program my child says they are going to explore a new interest based on things they learned. | 1 | 6 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 43 | Caregiver | Because of this program my child is learning things that are strengthening an interest they already had when the program started. | 1 | 6 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 44 | Caregiver | Because of this program my child is learning things that will help them do better in school. | 1 | 6 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 45 | Caregiver | Because of this program my child wants to work harder in school. | 1 | 6 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 40 | Caregiver | Because of this program the things my child is learning are interesting to them. | 1 | 6 | Program Engagement | Program Engagement | NO | YES |
| 41 | Caregiver | Because of this program my child is trying hard to learn. | 1 | 6 | Program Engagement | Program Engagement | NO | YES |
| 35 | Caregiver | This program teaches my child new ways to learn things. | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 1: Climate that Supports Learning | NO | YES |
| 36 | Caregiver | This program is all about helping students be successful learners. | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 2: Engagement & Investment in Learning | NO | YES |
| 37 | Caregiver | This program encourages my child to share their own ideas and ask a lot of questions. | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 3: Classroom Dialogue and Sharing | NO | YES |
| 38 | Caregiver | This program encourages my child to work closely with other adults and other students. | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 4: Skills, Techniques, Knowledge of Discipline | YES | NO |
| 39 | Caregiver | This program gives my child chances to revise and improve their work. | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 5: Creative Choices | YES | NO |
| 57 | Caregiver | I would rate this program overall as a: | 1 | 10 | Program Satisfaction | Program Satisfaction | NO | YES |
| 46 | Caregiver | My child is good at telling others about their feelings | 1 | 6 | Social Emotional Learning | CASEL 1: Self-awareness | YES | NO |
| 47 | Caregiver | My child is good at listening to other people | 1 | 6 | Social Emotional Learning | CASEL 1: Self-awareness | YES | NO |
| 48 | Caregiver | My child likes to plan ahead and set goals | 1 | 6 | Social Emotional Learning | CASEL 2: Self-management | YES | NO |
| 49 | Caregiver | My child makes good decisions | 1 | 6 | Social Emotional Learning | CASEL 2: Self-management | YES | NO |
| 50 | Caregiver | My child is good at taking care of problems without violence or fighting | 1 | 6 | Social Emotional Learning | CASEL 2: Self-management | YES | NO |
| 51 | Caregiver | My child cares about the feelings of other people | 1 | 6 | Social Emotional Learning | CASEL 3: Social awareness | YES | NO |
| 52 | Caregiver | My child is interested in community and world problems. | 1 | 6 | Social Emotional Learning | CASEL 3: Social awareness | YES | NO |
| 53 | Caregiver | My child believes that their actions can have a good impact on other people | 1 | 6 | Social Emotional Learning | CASEL 3: Social awareness | YES | NO |
| 54 | Caregiver | My child says “no” to things they know are wrong | 1 | 6 | Social Emotional Learning | CASEL 4: Relationship skills | YES | NO |
| 55 | Caregiver | My child feels that they have control over things that happen to them | 1 | 6 | Social Emotional Learning | CASEL 5: Responsible decision-making | YES | NO |
| 56 | Caregiver | My child feels good about their future | 1 | 6 | Social Emotional Learning | CASEL 5: Responsible decision-making | YES | NO |
| 64 | Frontline Program Staff | Because of our program students explore a new interest based on things they learn. | 1 | 6 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 65 | Frontline Program Staff | Because of our program students learn things that will help them do better in school. | 1 | 6 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 66 | Frontline Program Staff | Because of our program students want to work harder in school. | 1 | 6 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 62 | Frontline Program Staff | Because of our program the things students learn are interesting to them. | 1 | 6 | Program Engagement | Program Engagement | NO | YES |
| 63 | Frontline Program Staff | Because of our program students try hard to learn. | 1 | 6 | Program Engagement | Program Engagement | NO | YES |
| 58 | Frontline Program Staff | Our program teaches students new ways of learning things | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 1: Climate that Supports Learning | NO | YES |
| 59 | Frontline Program Staff | Our program focuses heavily on helping students be successful learners | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 2: Engagement & Investment in Learning | NO | YES |
| 60 | Frontline Program Staff | Our program encourages students to work well with other adults and students | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 4: Skills, Techniques, Knowledge of Discipline | YES | NO |
| 61 | Frontline Program Staff | Our program gives students the opportunity to revise and improve their own work. | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 5: Creative Choices | YES | NO |
| 67 | Frontline Program Staff | I would rate our program overall as a: | 1 | 10 | Program Satisfaction | Program Satisfaction | NO | YES |
| 74 | Lead Program Staff | Because of our program students explore a new interest based on things they learn. | 1 | 6 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 75 | Lead Program Staff | Because of our program students learn things that will help them do better in school. | 1 | 6 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 76 | Lead Program Staff | Because of our program students want to work harder in school. | 1 | 6 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 72 | Lead Program Staff | Because of our program the things students learn are interesting to them. | 1 | 6 | Program Engagement | Program Engagement | NO | YES |
| 73 | Lead Program Staff | Because of our program students try hard to learn. | 1 | 6 | Program Engagement | Program Engagement | NO | YES |
| 68 | Lead Program Staff | Our program teaches students new ways of learning things | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 1: Climate that Supports Learning | NO | YES |
| 69 | Lead Program Staff | Our program focuses heavily on helping students be successful learners | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 2: Engagement & Investment in Learning | NO | YES |
| 70 | Lead Program Staff | Our program encourages students to work well with other adults and students | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 4: Skills, Techniques, Knowledge of Discipline | YES | NO |
| 71 | Lead Program Staff | Our program gives students the opportunity to revise and improve their own work. | 1 | 6 | Program Quality | Six Dimension of Quality Dimension 5: Creative Choices | YES | NO |
| 77 | Lead Program Staff | I would rate our program overall as a: | 1 | 10 | Program Satisfaction | Program Satisfaction | NO | YES |
| 8 | Student | Because of this program I am going to explore a new interest based on things I learned. | 1 | 4 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 9 | Student | Because of this program I am learning things that are strengthening an interest I already had when the program started. | 1 | 4 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 10 | Student | Because of this program I am learning things that will help me do better in school. | 1 | 4 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 11 | Student | Because of this program I want to work harder in school. | 1 | 4 | Perceived Value of Program | Perceived Value of Program | NO | YES |
| 17 | Student | I enjoy the activities that we do at my program | 1 | 4 | Perceptions of Program | Activities at Program | YES | NO |
| 18 | Student | I look forward to going to my program | 1 | 4 | Perceptions of Program | Activities at Program | YES | NO |
| 14 | Student | I enjoy being around the adults in my program. | 1 | 4 | Perceptions of Program | Adults at Program | YES | NO |
| 15 | Student | The adults at my program are supportive of me | 1 | 4 | Perceptions of Program | Adults at Program | YES | NO |
| 16 | Student | The adults in my program are interested in how I am doing | 1 | 4 | Perceptions of Program | Adults at Program | YES | NO |
| 12 | Student | I enjoy being around the other students in my program. | 1 | 4 | Perceptions of Program | Peers at Program | YES | NO |
| 13 | Student | Other students in my program are my friends | 1 | 4 | Perceptions of Program | Peers at Program | YES | NO |
| 6 | Student | Because of this program the things I am learning are interesting to me. | 1 | 4 | Program Engagement | Program Engagement | NO | YES |
| 7 | Student | Because of this program I am trying hard to learn. | 1 | 4 | Program Engagement | Program Engagement | NO | YES |
| 1 | Student | This program teaches me new ways to learn things. | 1 | 4 | Program Quality | Six Dimension of Quality Dimension 1: Climate that Supports Learning | NO | YES |
| 2 | Student | This program is all about helping students be successful learners. | 1 | 4 | Program Quality | Six Dimension of Quality Dimension 2: Engagement & Investment in Learning | NO | YES |
| 3 | Student | This program encourages me to share my own ideas and ask a lot of questions. | 1 | 4 | Program Quality | Six Dimension of Quality Dimension 3: Classroom Dialogue and Sharing | NO | YES |
| 4 | Student | This program encourages me to work closely with other adults and other students. | 1 | 4 | Program Quality | Six Dimension of Quality Dimension 4: Skills, Techniques, Knowledge of Discipline | YES | NO |
| 5 | Student | This program gives me chances to revise and improve my work. | 1 | 4 | Program Quality | Six Dimension of Quality Dimension 5: Creative Choices | YES | NO |
| 34 | Student | I would rate this program overall as a: | 1 | 10 | Program Satisfaction | Program Satisfaction | NO | YES |
| 19 | Student | School is a waste of time | 1 | 4 | School Motivation & Engagement | School Motivation & Engagement | YES | NO |
| 20 | Student | I am doing a good job in school. | 1 | 4 | School Motivation & Engagement | School Motivation & Engagement | YES | NO |
| 21 | Student | If I try hard, I believe I can do my schoolwork well. | 1 | 4 | School Motivation & Engagement | School Motivation & Engagement | YES | NO |
| 22 | Student | I don’t really care about school anymore. | 1 | 4 | School Motivation & Engagement | School Motivation & Engagement | YES | NO |
| 23 | Student | I am good at telling others about my feelings | 1 | 4 | Social Emotional Learning | CASEL 1: Self-awareness | YES | NO |
| 24 | Student | I am good at listening to other people | 1 | 4 | Social Emotional Learning | CASEL 1: Self-awareness | YES | NO |
| 25 | Student | I like to plan ahead and set goals | 1 | 4 | Social Emotional Learning | CASEL 2: Self-management | YES | NO |
| 26 | Student | I make good decisions | 1 | 4 | Social Emotional Learning | CASEL 2: Self-management | YES | NO |
| 27 | Student | I am good at taking care of problems without violence or fighting | 1 | 4 | Social Emotional Learning | CASEL 2: Self-management | YES | NO |
| 28 | Student | I care about the feelings of other people | 1 | 4 | Social Emotional Learning | CASEL 3: Social awareness | YES | NO |
| 29 | Student | I am interested in community and world problems | 1 | 4 | Social Emotional Learning | CASEL 3: Social awareness | YES | NO |
| 30 | Student | I believe that my actions can have a good impact on other people | 1 | 4 | Social Emotional Learning | CASEL 3: Social awareness | YES | NO |
| 31 | Student | I say “no” to things I know are wrong | 1 | 4 | Social Emotional Learning | CASEL 4: Relationship skills | YES | NO |
| 32 | Student | I feel that I have control over things that happen to me | 1 | 4 | Social Emotional Learning | CASEL 5: Responsible decision-making | YES | NO |
| 33 | Student | I feel good about my future | 1 | 4 | Social Emotional Learning | CASEL 5: Responsible decision-making | YES | NO |
Quality Observations Qustn Bank
| Indicator ID | Source | Quality Indicator | Min Score | Max Score | Element/Dimension # | Element/Dimension Name | Dallas City of Learning Specific Item | Dallas Afterschool Specific Item |
| aqua_1a | AQUA | Has program space that is appropriately equipped and suitable for activities being conducted. | 1 | 4 | Element 1 | Environment and Climate | NO | YES |
| aqua_1b | AQUA | Develops and manages effective arrival and dismissal procedures and plans for safe travel home. | 1 | 4 | Element 1 | Environment and Climate | NO | YES |
| aqua_1c | AQUA | Has a culture that allows participants to take initiative and explore their interests. | 1 | 4 | Element 1 | Environment and Climate | NO | YES |
| aqua_1d | AQUA | Applies rewards and consequences for participant behavior appropriately and consistently. | 1 | 4 | Element 1 | Environment and Climate | NO | YES |
| aqua_1e | AQUA | Promotes psychological and emotional safety through a culture of support, inclusion, and mutual respect. | 1 | 4 | Element 1 | Environment and Climate | NO | YES |
| aqua_2a | AQUA | Has staff that respect and communicate with one another and are role models of positive adult relationships. | 1 | 4 | Element 2 | Relationships | NO | YES |
| aqua_2b | AQUA | Interacts with families in a comfortable, respectful, welcoming way. | 1 | 4 | Element 2 | Relationships | NO | YES |
| aqua_2c | AQUA | Treats participants with respect and listens to what they say. | 1 | 4 | Element 2 | Relationships | NO | YES |
| aqua_2d | AQUA | Teaches participants to interact with one another in positive ways. | 1 | 4 | Element 2 | Relationships | NO | YES |
| aqua_2e | AQUA | Teaches participants to make responsible choices and encourages positive outcomes. | 1 | 4 | Element 2 | Relationships | NO | YES |
| aqua_2f | AQUA | Builds a sense of community among participants. | 1 | 4 | Element 2 | Relationships | NO | YES |
| aqua_2g | AQUA | Is structured to create close, sustained relationships between individual participants and caring adults. | 1 | 4 | Element 2 | Relationships | NO | YES |
| aqua_3a | AQUA | Addresses academic, physical, social, and emotional needs of the participants. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3b | AQUA | Features activities that are commensurate with the age and skill level of the participants and enable participants to develop new skills during the program year. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3c | AQUA | Offers project-based, experiential activities that promote creativity and development of participant self-expression. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3d | AQUA | Offers high quality academic support, including tutoring and/or homework help. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3e | AQUA | Provides a range of opportunities in which participants’ work can be showcased. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3f | AQUA | Provides reasonable accommodations and special materials as necessary for youth with disabilities during the program and at special events. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3g | AQUA | Employs a variety of grouping strategies as appropriate for the activity. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3h | AQUA | Provides supports as children and youth transition from school day to afterschool. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3i | AQUA | Offers activities that develop 21st Century skills (e.g. digital literacy, cross-cultural skills, innovative thinking, etc.). | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3j | AQUA | Establishes clear attendance and participation expectations. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3k | AQUA | Ensures that supplies are organized, maintained, and accessible. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3l | AQUA | Has policy that sets program schedule and structure to keep current and accurate activity schedules with room assignments. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_3m | AQUA | Develops and supports staff to plan suitable activities that correspond to the developmental needs of participants. | 1 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_4a | AQUA | Has a system for the collection and monitoring of participant attendance data. | 1 | 4 | Element 4 | Administration and Organization | NO | YES |
| aqua_4b | AQUA | Maintains all required documents (e.g. health certificate, security clearance, insurance, etc.) where applicable. | 1 | 4 | Element 4 | Administration and Organization | NO | YES |
| aqua_4c | AQUA | Creates and uses an operations, program, and/or employee handbook that clarifies internal policies and procedures. | 1 | 4 | Element 4 | Administration and Organization | NO | YES |
| aqua_4d | AQUA | Has complete and current enrollment/registration documents for all participants. | 1 | 4 | Element 4 | Administration and Organization | NO | YES |
| aqua_4e | AQUA | Maintains accurate and accessible current medical records on participants. | 1 | 4 | Element 4 | Administration and Organization | NO | YES |
| aqua_4f | AQUA | Has a clear salary structure for program staff. | 1 | 4 | Element 4 | Administration and Organization | NO | YES |
| aqua_4g | AQUA | Has approved budget; reviews and adjusts budget periodically. | 1 | 4 | Element 4 | Administration and Organization | YES | |
| aqua_4h | AQUA | Establishes and maintains a centralized database of participant and program information that is regularly updated and usable by staff. | 1 | 4 | Element 4 | Administration and Organization | NO | YES |
| aqua_4i | AQUA | Secures commitment of resources (e.g., classroom space, bulletin boards, storage space, computer facilities, site coordinator’s office) from school principal, when possible. | 1 | 4 | Element 4 | Administration and Organization | NO | YES |
| aqua_5a | AQUA | Has a program director that is committed to his/her own professional development and attends and participates in training. | 1 | 4 | Element 5 | Staffing and Professional Development | NO | YES |
| aqua_5b | AQUA | Recruits, hires, and develops staff who reflect the diversity and culture(s) of the community. | 1 | 4 | Element 5 | Staffing and Professional Development | NO | YES |
| aqua_5c | AQUA | Provides ongoing staff development to engage and retain staff. | 1 | 4 | Element 5 | Staffing and Professional Development | NO | YES |
| aqua_5d | AQUA | Provides positive working conditions for staff and appropriate supervision, support, and feedback. | 1 | 4 | Element 5 | Staffing and Professional Development | NO | YES |
| aqua_5e | AQUA | Assesses professional development needs of staff and provides appropriate supports such as training, coaching, mentoring, and peer learning. | 1 | 4 | Element 5 | Staffing and Professional Development | NO | YES |
| aqua_5f | AQUA | Fosters understanding and appreciation for established program quality standards among staff. | 1 | 4 | Element 5 | Staffing and Professional Development | NO | YES |
| aqua_5g | AQUA | Employs staff who understand and embrace the program’s mission and goals. | 1 | 4 | Element 5 | Staffing and Professional Development | NO | YES |
| aqua_5h | AQUA | Creates an internal method for assessing staff performance. | 1 | 4 | Element 5 | Staffing and Professional Development | NO | YES |
| aqua_6a | AQUA | Incorporates programming that integrates and complements school day activities. | 1 | 4 | Element 6 | Linkages between Day and After School | NO | YES |
| aqua_6b | AQUA | Supports state and local performance standards and benchmarks. | 1 | 4 | Element 6 | Linkages between Day and After School | NO | YES |
| aqua_6c | AQUA | Communicates with school-day staff to monitor academic and behavioral progress of students. | 1 | 4 | Element 6 | Linkages between Day and After School | NO | YES |
| aqua_6d | AQUA | Allocates sufficient program time for homework and homework help. | 1 | 4 | Element 6 | Linkages between Day and After School | NO | YES |
| aqua_6e | AQUA | Forges relationships with advocates for program quality and availability, such as community leaders, businesses, and elected officials. | 1 | 4 | Element 6 | Linkages between Day and After School | NO | YES |
| aqua_7a | AQUA | Consults with participants about program selection and development. | 1 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_7b | AQUA | Enables participants to develop life skills, resiliency, and self-esteem via activities. | 1 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_7c | AQUA | Affords participants opportunities to express their ideas, concerns, and opinions. | 1 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_7d | AQUA | Enables participants to explore resources and issues in their community through projects and activities. | 1 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_7e | AQUA | Promotes consistent, active, and engaged participation. | 1 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_7f | AQUA | Promotes teamwork and respect for others. | 1 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_7g | AQUA | Involves participants in the development of disciplinary practices. | 1 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_7h | AQUA | Encourages participants to recruit others into the program. | 1 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_7i | AQUA | Allows participants to be meaningfully involved in data collection and evaluation. | 1 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_7j | AQUA | Integrates opportunities for the development of personal responsibility, self-direction, and leadership throughout the program. | 1 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_8a | AQUA | Involves families in decision making and planning. | 1 | 4 | Element 8 | Parent, Family, and Community Partnerships | NO | YES |
| aqua_8b | AQUA | Involves families and the community in program events. | 1 | 4 | Element 8 | Parent, Family, and Community Partnerships | NO | YES |
| aqua_8c | AQUA | Communicates with families on matters concerning the well-being of the child. | 1 | 4 | Element 8 | Parent, Family, and Community Partnerships | NO | YES |
| aqua_8d | AQUA | Provides families with information about community resources to meet their needs. | 1 | 4 | Element 8 | Parent, Family, and Community Partnerships | NO | YES |
| aqua_8e | AQUA | Builds relationships with arts, cultural, and other community institutions to expand and enhance program offerings. | 1 | 4 | Element 8 | Parent, Family, and Community Partnerships | NO | YES |
| aqua_8f | AQUA | Develops, reviews, and updates plan for family involvement. | 1 | 4 | Element 8 | Parent, Family, and Community Partnerships | NO | YES |
| aqua_9a | AQUA | Develops a long-term plan for sustaining the afterschool program. | 1 | 4 | Element 9 | Program Sustainability and Growth | NO | YES |
| aqua_9b | AQUA | Accesses resources within the community by seeking support from and building relationships with local businesses and institutions. | 1 | 4 | Element 9 | Program Sustainability and Growth | NO | YES |
| aqua_9c | AQUA | Has an effective marketing strategy that publicizes the program and its achievement within the school and broader community. | 1 | 4 | Element 9 | Program Sustainability and Growth | NO | YES |
| aqua_10a | AQUA | Has measurable program goals and objectives that are aligned with the organizational mission and identified needs. | 1 | 4 | Element 10 | Measuring Outcomes and Evaluation | NO | YES |
| aqua_10b | AQUA | Develops and/or plans for program evaluation that includes gathering both qualitative and quantitative data. | 1 | 4 | Element 10 | Measuring Outcomes and Evaluation | NO | YES |
| aqua_10c | AQUA | Uses objective data to measure progress toward outcomes as defined by programs and individual participants. | 1 | 4 | Element 10 | Measuring Outcomes and Evaluation | NO | YES |
| aqua_10d | AQUA | Makes summaries of evaluations and/or other collected data available to the general public. | 1 | 4 | Element 10 | Measuring Outcomes and Evaluation | NO | YES |
| aqua_10e | AQUA | Creates an internal method for assessing student engagement levels. | 1 | 4 | Element 10 | Measuring Outcomes and Evaluation | NO | YES |
| aqua_10f | AQUA | Includes feedback from stakeholders in the program evaluation. | 1 | 4 | Element 10 | Measuring Outcomes and Evaluation | NO | YES |
| aqua_10g | AQUA | Uses evaluation findings for continuous program improvement. | 1 | 4 | Element 10 | Measuring Outcomes and Evaluation | NO | YES |
| aqua_10h | AQUA | Fosters understanding and appreciation for evaluation and program improvement strategies among staff. | 1 | 4 | Element 10 | Measuring Outcomes and Evaluation | NO | YES |
| aqua_e1 | AQUA | Element 1: Environment and Climate Mastery | 0 | 4 | Element 1 | Environment and Climate | NO | YES |
| aqua_e2 | AQUA | Element 2: Relationships Mastery | 0 | 4 | Element 2 | Relationships | NO | YES |
| aqua_e3 | AQUA | Element 3: Programming and Activities Mastery | 0 | 4 | Element 3 | Programming and Activities | NO | YES |
| aqua_e4 | AQUA | Element 4: Administration and Organization Mastery | 0 | 4 | Element 4 | Administration and Organization | NO | YES |
| aqua_e5 | AQUA | Element 5: Staffing and Professional Development Mastery | 0 | 4 | Element 5 | Staffing and Professional Development | NO | YES |
| aqua_e6 | AQUA | Element 6: Linkages between Day and After School Mastery | 0 | 4 | Element 6 | Linkages between Day and After School | NO | YES |
| aqua_e7 | AQUA | Element 7: Youth Participation and Engagement Mastery | 0 | 4 | Element 7 | Youth Participation and Engagement | NO | YES |
| aqua_e8 | AQUA | Element 8: Parent, Family, and Community Partnerships Mastery | 0 | 4 | Element 8 | Parent, Family, and Community Partnerships | NO | YES |
| aqua_e9 | AQUA | Element 9: Program Sustainability and Growth Mastery | 0 | 4 | Element 9 | Program Sustainability and Growth | NO | YES |
| aqua_e10 | AQUA | Element 10: Measuring Outcomes and Evaluation Mastery | 0 | 4 | Element 10 | Measuring Outcomes and Evaluation | NO | YES |
| 6dq_1a | 6DQ | A positive, caring rapport between instructor and students supported learning. | 1 | 4 | Dimension 1 | Climate that Supports Learning | YES | NO |
| 6dq_1b | 6DQ | Classroom management and discipline were appropriate for effective learning | 1 | 4 | Dimension 1 | Climate that Supports Learning | YES | NO |
| 6dq_1c | 6DQ | Materials and activities were well organized and designed to enrich learning. | 1 | 4 | Dimension 1 | Climate that Supports Learning | YES | NO |
| 6dq_1d | 6DQ | The physical space was conducive for instruction and learning in the discipline. | 1 | 4 | Dimension 1 | Climate that Supports Learning | YES | NO |
| 6dq_2a | 6DQ | Students had opportunities to participate actively. | 1 | 4 | Dimension 2 | Engagment and Investment in Learning | YES | NO |
| 6dq_2b | 6DQ | The lesson was suited for students of different skill levels and learning styles. | 1 | 4 | Dimension 2 | Engagment and Investment in Learning | YES | NO |
| 6dq_2c | 6DQ | Tasks were appropriately challenging. | 1 | 4 | Dimension 2 | Engagment and Investment in Learning | YES | NO |
| 6dq_2d | 6DQ | Students had opportunities to contribute and ask questions. | 1 | 4 | Dimension 2 | Engagment and Investment in Learning | YES | NO |
| 6dq_3a | 6DQ | The instructor and students examined examples and engaged in discussions to understand content, concepts, and processes. | 1 | 4 | Dimension 3 | Classroom Dialog and Sharing | YES | NO |
| 6dq_3b | 6DQ | Students clarified ideas, processes, and solutions. | 1 | 4 | Dimension 3 | Classroom Dialog and Sharing | YES | NO |
| 6dq_3c | 6DQ | Students’ work, ideas, and questions served as opportunities for further instruction and learning. |
1 | 4 | Dimension 3 | Classroom Dialog and Sharing | YES | NO |
| 6dq_3d | 6DQ | Critique and discussion of ideas and products served to improve student work. | 1 | 4 | Dimension 3 | Classroom Dialog and Sharing | YES | NO |
| 6dq_4a | 6DQ | The instructor and students developed skills, techniques, and knowledge during the session. |
1 | 4 | Dimension 4 | Skills, Techniques, Knowledge of the Discipline | YES | NO |
| 6dq_4b | 6DQ | Skills and techniques presented in the lesson built mastery of the content. | 1 | 4 | Dimension 4 | Skills, Techniques, Knowledge of the Discipline | YES | NO |
| 6dq_4c | 6DQ | Familiar practices were used to solve new problems or expand knowledge and skills. | 1 | 4 | Dimension 4 | Skills, Techniques, Knowledge of the Discipline | YES | NO |
| 6dq_4d | 6DQ | The focus of the lesson was on in-depth ideas and concepts in the discipline. | 1 | 4 | Dimension 4 | Skills, Techniques, Knowledge of the Discipline | YES | NO |
| 6dq_5a | 6DQ | The instructor and students collaborated to generate ideas and products. | 1 | 4 | Dimension 5 | Creative Choice | YES | NO |
| 6dq_5b | 6DQ | Students had opportunities to use their imaginations and creativity. | 1 | 4 | Dimension 5 | Creative Choice | YES | NO |
| 6dq_5c | 6DQ | Students could make creative choices that directed their performance and products. | 1 | 4 | Dimension 5 | Creative Choice | YES | NO |
| 6dq_5d | 6DQ | Students engaged in producing original work. | 1 | 4 | Dimension 5 | Creative Choice | YES | NO |
| 6dq_6a | 6DQ | The instructor worked with students to reflect on the quality of their own work. | 1 | 4 | Dimension 6 | Expectations, Assessmetn and Recognition | YES | NO |
| 6dq_6b | 6DQ | The instructor set high expectations for students’ work. | 1 | 4 | Dimension 6 | Expectations, Assessmetn and Recognition | YES | NO |
| 6dq_6c | 6DQ | Students understood how the quality of their work was assessed. | 1 | 4 | Dimension 6 | Expectations, Assessmetn and Recognition | YES | NO |
| 6dq_6d | 6DQ | The instructor focused assessment on expression, choice, and innovation rather than “correctness.” | 1 | 4 | Dimension 6 | Expectations, Assessmetn and Recognition | YES | NO |
Program Participation Training
| Field | Description |
| ACADEMIC YEAR | specifies which academic year the resources count is for (e.g., 20172018) |
| MEETING HOURS | total number of recorded hours program staff spent in meetings with support agencies |
| TRAINING HOURS | total number of recorded hours program staff spent in trainings with support agencies |
| TOTAL HOURS OF RESOURCES RECEIVED | total number of recorded hours program staff spent with support agencies |
| NUMBER OF MEETING PARTICIPANTS | total number of program staff participating in meetings with support agencies |
| NUMBER OF TRAINING PARTICIPANTS | total number of program staff participating in trainings with support agencies |
| TOTAL NUMBER OF PARTICIPANTS IN RESOURCES | total number of program staff participating with support agencies |
Stu Demog & School Attendance
| Field | Description |
| SCHOOL | school code |
| GRADE LEVEL | student current grade level |
| GENDER | student gender |
| RACE | student race |
| ECODIS | student indicator of economically disadvantaged |
| AT RISK | student at risk according to TEA at-risk status indicators |
| SPED | student special education status |
| TAG | student talented and gifted status |
| RETAINED | indicator of whether or not student was retained from previous year (repeating grade) |
| LEP | indicator of if student is limited English proficient |
| DAYS ENROLLED | days enrolled for the semester |
| DAYS ATTENDED | days attended for the semester |
| ATTENDANCE RATE | average attendance rate (days attended divided by days enrolled) |
| TARDIES | number of tardies for the six weeks and school year |
| STUDENT LANGUAGE | primary language spoken by students |
| HOME LANGUAGE | primary language spoken in the students’ homes |
| LUNCH | students’ free or reduced lunch status |
| BEHAVIOR REFERRALS | total number of office/behavior referrals for the semester OR YEAR |
Student Course Grades
| Field | Description |
| COURSE NAME | name of course (subject) |
| SIX WEEKS GRADE | grade for the six weeks |
| SEMESTER EXAM | semester exam grade |
| SEMESTER FINAL GRADE | semester final average |
| FINAL COURSE GRADE | final average grade for the entire year |
| GPA | student grade point average among all courses |
| CREDITS EARNED | number of credits earned toward graduation |
| CREDIT EARN RATE | number of credits earned by course enrollment (earned credits/enrolled credits) |
3rd-8th Grade STAAR
| Field | Description |
| READING CATEGORY 1 | reading category 1 raw score |
| READING CATEGORY 2 | reading category 2 raw score |
| READING CATEGORY 3 | reading category 3 raw score |
| reading total raw score (number correct) | |
| reading scale score | |
| READING TEST LANGUAGE | reading test langauge |
| READING MEETS | reading meets expectations |
| READING APPROACHES | reading approaches expectations |
| READING MASTERS | reading masters expectations |
| MATH CATEGORY 1 | math category 1 raw score |
| MATH CATEGORY 2 | math category 2 raw score |
| MATH CATEGORY 3 | math category 3 raw score |
| MATH CATEGORY 4 | math category 4 raw score |
| MATH RAW SCORE | math total raw score (number correct) |
| MATH SCALE SCORE | math scale score |
| MATH TEST LANGUAGE | math test langauge |
| MATH MEETS | math meets expectations |
| MATH APPROACHES | math approaches expectations |
| MATH MASTERS | math masters expectations |
| WRITING CATEGORY 1 | writing category 1 raw score |
| WRITING CATEGORY 2 | writing category 2 raw score |
| WRITING CATEGORY 3 | writing category 3 raw score |
| WRITING RAW SCORE | writing total raw score (number correct) |
| WRITING SCALE SCORE | writing scale score |
| WRITING TEST LANGUAGE | writing test langauge |
| WRITING MEETS | writing meets expectations |
| WRITING APPROACHES | writing approaches expectations |
| WRITING MASTERS | writing masters expectations |
| SOCIAL STUDIES CATEGORY 1 | social studies category 1 raw score |
| SOCIAL STUDIES CATEGORY 2 | social studies category 2 raw score |
| SOCIAL STUDIES CATEGORY 3 | social studies category 3 raw score |
| SOCIAL STUDIES CATEGORY 4 | social studies category 4 raw score |
| SOCIAL STUDIES RAW SCORE | social studies total raw score (number correct) |
| SOCIAL STUDIES SCALE SCORE | social studies scale score |
| SOCIAL STUDIES TEST LANGUAGE | social studies test langauge |
| SOCIAL STUDIES MEETS | social studies meets expectations |
| SOCIAL STUDIES APPROACHES | social studies approaches expectations |
| SOCIAL STUDIES MASTERS | social studies masters expectations |
| SCIENCE CATEGORY 1 | science category 1 raw score |
| SCIENCE CATEGORY 2 | science category 2 raw score |
| SCIENCE CATEGORY 3 | science category 3 raw score |
| SCIENCE CATEGORY 4 | science category 4 raw score |
| SCIENCE RAW SCORE | science total raw score (number correct) |
| SCIENCE SCALE SCORE | science scale score |
| SCIENCE TEST LANGUAGE | science test langauge |
| SCIENCE MEETS | science meets expectations |
| SCIENCE APPROACHES | science approaches expectations |
| SCIENCE MASTERS | science masters expectations |
STAAR End-Of-Course Exams
| Field | Description |
| ALGEBRA 1 CATEGORY 1 | algebra 1 category 1 raw score |
| ALGEBRA 1 CATEGORY 2 | algebra 1 category 2 raw score |
| ALGEBRA 1 CATEGORY 3 | algebra 1 category 3 raw score |
| ALGEBRA 1 CATEGORY 4 | algebra 1 category 4 raw score |
| ALGEBRA 1 CATEGORY 5 | algebra 1 category 5 raw score |
| ALGEBRA 1 RAW SCORE | algebra 1 overall raw score (number items correct) |
| ALGEBRA 1 SCALE SCORE | algebra 1 scale score |
| ALGEBRA 1 MEETS | ALGEBRA 1 meets expectations |
| ALGEBRA 1 APPROACHES | ALGEBRA 1 approaches expectations |
| ALGEBRA 1 MASTERS | ALGEBRA 1 masters expectations |
| BIOLOGY CATEGORY 1 | biology category 1 raw score |
| BIOLOGY CATEGORY 2 | biology category 2 raw score |
| BIOLOGY CATEGORY 3 | biology category 3 raw score |
| BIOLOGY CATEGORY 4 | biology category 4 raw score |
| BIOLOGY CATEGORY 5 | biology category 5 raw score |
| BIOLOGY RAW SCORE | biology overall raw score (number items correct) |
| BIOLOGY SCALE SCORE | biology scale score |
| BIOLOGY MEETS | biology meets expectations |
| BIOLOGY APPROACHES | biology approaches expectations |
| BIOLOGY MASTERS | biology masters expectations |
| ENGLISH 1 CATEGORY 1 | english 1 category 1 raw score |
| ENGLISH 1 CATEGORY 2 | english 1 category 2 raw score |
| ENGLISH 1 CATEGORY 3 | english 1 category 3 raw score |
| ENGLISH 1 CATEGORY 4 | english 1 category 4 raw score |
| ENGLISH 1 CATEGORY 5 | english 1 category 5 raw score |
| ENGLISH 1 RAW SCORE | english 1 overall raw score (number items correct) |
| ENGLISH 1 SCALE SCORE | english 1 scale score |
| ENGLISH 1 MEETS | english 1 meets expectations |
| ENGLISH 1 APPROACHES | english 1 approaches expectations |
| ENGLISH 1 MASTERS | english 1 masters expectations |
| ENGLISH 2 CATEGORY 1 | english 2 category 1 raw score |
| ENGLISH 2 CATEGORY 2 | english 2 category 2 raw score |
| ENGLISH 2 CATEGORY 3 | english 2 category 3 raw score |
| ENGLISH 2 CATEGORY 4 | english 2 category 4 raw score |
| ENGLISH 2 CATEGORY 5 | english 2 category 5 raw score |
| ENGLISH 2 RAW SCORE | english 2 overall raw score (number items correct) |
| ENGLISH 2 SCALE SCORE | english 2 scale score |
| ENGLISH 2 MEETS | english 2 meets expectations |
| ENGLISH 2 APPROACHES | english 2 approaches expectations |
| ENGLISH 2 MASTERS | english 2 masters expectations |
| US HISTORY CATEGORY 1 | US History category 1 raw score |
| US HISTORY CATEGORY 2 | US History category 2 raw score |
| US HISTORY CATEGORY 3 | US History category 3 raw score |
| US HISTORY CATEGORY 4 | US History category 4 raw score |
| US HISTORY RAW SCORE | US History overall raw score (number items correct) |
| US HISTORY SCALE SCORE | US History scale score |
| US HISTORY MEETS | US History meets expectations |
| US HISTORY APPROACHES | US History approaches expectations |
| US HISTORY MASTERS | US History masters expectations |
Istation Indicators of Progress
| Field | Description |
| OVERALL SCORE – ENG | Overall English ISIP comprehensive scale score |
| OVERALL TIER – ENG | Overall English ISIP comprehensive performance tier (1 is best) |
| LISTENING COMP SCORE – ENG | English Listening Comprehension scale score |
| LISTENING COMP TIER – ENG | English Listening Comprehension performance tier |
| LETTER KNOWLEDGE SCORE – ENG | English Letter Knowledge scale score |
| LETTER KNOWLEDGE TIER – ENG | English Letter Knowledge performance tier |
| PHONEMIC AWARENESS SCORE – ENG | English Phonemic Awareness scale score |
| PHONEMIC AWARENESS TIER – ENG | English Phonemic Awareness performance tier |
| ALPHABETIC DECODING SCORE – ENG | English Alphabetic Decoding scale score |
| ALPHABETIC DECODING TIER – ENG | English Alphabetic Decoding performance tier |
| READING COMPREHENSION SCORE – ENG | English Reading Comprehension scale score |
| READING COMPREHENSION TIER – ENG | English Reading Comprehension performance tier |
| VOCABULARY SCORE – ENG | English Vocabulary scale score |
| VOCABULARY TIER – ENG | English Vocabulary performance tier |
| SPELLING SCORE – ENG | English Spelling scale score |
| SPELLING TIER – ENG | English Spelling performance tier |
| TEXT FLUENCY SCORE – ENG | English Text Fluency scale score |
| TEXT FLUENCY TIER – ENG | English Text Fluency performance tier |
| OVERALL SCORE – SPAN | Overall Spanish ISIP comprehensive scale score |
| OVERALL TIER – SPAN | Overall Spanish ISIP comprehensive performance tier (1 is best) |
| VOCABULARY SCORE – SPAN | Spanish Vocabulary scale score |
| VOCABULARY TIER – SPAN | Spanish Vocabulary performance tier |
| READING COMPREHENSION SCORE – SPAN | Spanish Reading Comprehension scale score |
| READING COMPREHENSION TIER – SPAN | Spanish Reading Comprehension performance tier |
| PHONEMIC & PHONOLOGICAL AWARENESS SCORE – SPAN | Spanish Phonemic and Phonological Awareness scale score |
| PHONEMIC & PHONOLOGICAL AWARENESS TIER – SPAN | Spanish Phonemic and Phonological Awareness performance tier |
| WRITTEN COMMUNICATION SCORE – SPAN | Spanish Written Communication scale score |
| WRITTEN COMMUNICATION TIER – SPAN | Spanish Written Communication performance tier |