SRI_SampleReport_NameRedacted

Frederick Douglas Academy Charter Elementary School
Staff, Parent, & Student Satisfaction
Survey Results

JULY 6, 2015
Marie Morelock, Chief Academic Officer
ICEF Public Schools
Submitted By:
Priscilla Wohlstetter, Ph.D.
Director, Survey Research Initiative
Teachers College, Columbia University
Matthew M. Gonzales
Graduate Assistant, Survey Research Initiative
Amy K. Wang
Graduate Assistant, Survey Research Initiative
For information, contact:
tcsri@tc.columbia.edu

Table of Contents
Introduction.......................................................................................................... 3
I. Overall School Ratings.................................................................................... 4
Staff.............................................................................................................. 4
Parents........................................................................................................ 4
Students...................................................................................................... 5
II. Academic Program ......................................................................................... 6
Staff.............................................................................................................. 6
Parents........................................................................................................ 7
Students...................................................................................................... 8
III. School Culture ............................................................................................... 9
Staff.............................................................................................................. 9
Parents......................................................................................................11
IV. School Environment/Working Conditions............................................12
School Environment: Parents ..............................................................12
School Environment: Students............................................................12
Working Conditions: Staff ...................................................................14
V. Administration/Teacher Effectiveness .....................................................15
Administration Effectiveness: Staff .....................................................15
Administration Effectiveness: Parents ...............................................17
Teacher Effectiveness: Parents............................................................18
Teacher/Administration Effectiveness: Students.............................19
VI. Parent-Specific Survey Items ....................................................................20
How Do Parents Think Students Should Be Evaluated? ...............20
Support Services.....................................................................................21
VII. Open-Ended Responses ...........................................................................22
Staff............................................................................................................22
Parents......................................................................................................23
Students....................................................................................................25
Conclusion..........................................................................................................27
Appendix ............................................................................................................30

Teachers College | Columbia University | Survey Research Initiative
Frederick Douglas Academy Charter Elementary | Staff, Parent & Student Satisfaction Survey - Results | July 6, 2015

3

Introduction
Frederick Douglas Elementary Academy is located in South Los Angeles, California. The school
opened in 2008, and is a part of the Inner City Education Foundation (ICEF) Charter Network,
which is comprised of eight schools. Frederick Douglas Elementary focuses on preparing
students to attend and compete at the top 100 colleges and universities in the nation. This is
the first year Frederick Douglas Elementary has collaborated with the Survey Research Initiative
at Teachers College, Columbia University,
Design of the Survey
In collaboration with ICEF, the Survey Research Initiative created surveys for staff, parents, and
students of Frederick Douglas Elementary Academy to gather information on the school’s
performance. The surveys also included specific items that ICEF recommended. All the surveys
were created online through Qualtrics in English and Spanish.
The staff survey contained 63 survey items and three open-ended questions; and the parent
survey had 82 survey items and three open-ended questions. There were two separate student
surveys, divided by grade level: TK-2, G3-5. All students at Frederick Douglas Elementary took
the TK-2 survey, where there were 21 survey items, and two open-ended questions. Students
in Grades 3-5 answered 22 additional survey items. The surveys were available online to staff,
parents, and students between March 10th
and May 27th. A total of 22 staff, 64 parents, and 132
students took the survey.
Organization of the Report
We have organized this report into seven different sections. The close-ended responses, along
with the open-ended responses from staff, parents, and students are summarized in the first
seven sections. Open-ended questions offered participants an opportunity to comment on both
Frederick Douglas’s areas of strength, and opportunities for improvement. In the conclusion,
we present the overall trends in the results. The appendix presents demographic characteristics
of the respondents.


4

1. Overall School Ratings
Among the staff, eight respondents gave Frederick Douglas Elementary an overall rating of C,
and seven respondents gave it a B. Three staff members gave it an A, and two staff members
gave the school a D.
In contrast to staff responses, a much larger proportion of parents (39% / 24 responses) gave
Frederick Douglas Elementary an overall school rating of A, and 40% (25 responses) gave it a B.
However, thirteen parents (21%) gave the school a C.

15%

35%

40%

10%

0%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

A
B
C
D
F

Staﬀ:
Overall
School
Ra0ng

39%

40%

21%

0%
0%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

A
B
C
D
F

Parents:
Overall
Ra0ng


5

Student overall school ratings were more favorable than ratings by staff and parents. Of 3rd
– 5th
grade students, 60% (78 responses) gave Frederick Douglas Elementary an A, and 29% (37
responses) gave it a B. Fourteen students (11%) rated the school a C or below.
60%

29%

7%
3%
1%

0%

10%

20%

30%

40%

50%

60%

70%

A
B
C
D
F

Students:
G3-‐5:
Overall
School
Ra0ng


6

II. Academic Program
The majority of staff (14 respondents) rated the academic program at Frederick Douglas very
effective. They unanimously agreed (16 respondents) that school administrators are
knowledgeable about state standards, curriculum, and assessment; professional development is
content specific, and provides opportunities for staff to practice, reflect and dialogue about
what they learn. Additionally, sixteen staff members agreed that homework reinforces class
topics; report cards are based on more than test scores; and that staff regularly use technology
in the classroom. The only areas of concern raised by several staff members had to do with
school administrators not visiting their classrooms frequently, and some dissatisfaction with
professional development.
56%

56%

81%

69%

56%

38%

56%

81%

75%

63%

81%

63%

56%

31%

38%

44%

13%

25%

44%

50%

31%

19%

19%

38%

19%

38%

38%

56%

6%

6%

6%

13%

6%

6%

6%

13%

6%

48.
I
regularly
use
student
achievement
data
to
make
decisions

about
teaching.

49.
I
regularly
incorporate
technology
in
my
classroom.

50.
I
regularly
provide
extra
support
to
students
outside
of
class

Jme.

51.
I
regularly
collaborate
with
other
teachers.

52.
I
have
parJcipated
in
professional
development
acJviJes
specific

to
and
concentraJng
on
the
content
of
the
subject(s)
I
teach.

53.
Overall,
I
am
saJsfied
with
the
amount
and
quality
of
the

professional
development
I
have
received
this
year.

54.
The
school
administrator(s)
frequently
visits
my
classroom
to
see

firsthand
the
quality
of
my
teaching.

55.
Homework
is
assigned
that
reinforces
what
is
taught
in
class.

56.
Teachers
in
the
same
grade
and/or
subject
use
common

assessments.

57.
The
process
of
professional
growth
includes
opportuniJes
to

pracJce,
reflect
and
dialogue
about
what
we
learn.

58.
Student
report
cards
are
based
on
more
than
test
scores.

59.
The
school
administrator(s)
is
knowledgeable
about
state

standards,
curriculum,
and
assessments.

60.
The
school
is
commiXed
to
closing
the
achievement
gap
for
all

students.

61.
Overall,
I
would
rate
the
Academic
Program
at
my
school
as
very

effecJve.

Staff:
Academic
Program

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know
/
Does
Not
Apply


7

Overall, parents were generally more positive than staff about the academic program at
Frederick Douglas Elementary with 90% (55 responses) rating the academic program as very
effective. However, there was little consensus among parents. Twelve parents did not feel that
the school was stocked with adequate resources, nor did they believe the school kept them
informed about grade level standards. Ten parents did not feel the school provided
individualized instruction to meet their child’s needs, and seven parents expressed concern with
the lack of academic offerings beyond math and language arts.

50%

42%

40%

44%

45%

39%

35%

42%

38%

38%

38%

44%

39%

44%

44%

43%

41%

45%

45%

46%

45%

57%

47%

44%

53%

51%

6%

14%

13%

16%

8%

9%

17%

11%

5%

8%

9%

8%

5%

6%

8%

8%

15.
Sets
high
standards
for
academic
success.

16.
Provides
rigorous
work
that
challenges
my
child.

17.
Provides
me
with
informaJon
about
grade-‐level
standards
that

my
child
is
responsible
for
mastering.

18.
Provides
individual
instrucJon
and
support
that
targets
my

child's
needs.

19.
Prepares
my
child
academically
for
his/her
next
phase
of

schooling.

20.
Updates
its
academic
programs
based
on
student
achievement

data.

21.
Is
stocked
with
adequate
resources
like
instrucJonal
materials

and
school
supplies.

22.
Provides
access
to
other
subjects
beyond
math
and
language
arts

across
all
grade
levels.

23.
Incorporates
online
programming
or
technology
to
enhance
my

child's
learning
experience.

24.
Is
commiXed
to
closing
the
achievement
gap
for
all
students.

25.
Has
a
stronger
academic
program
than
other
neighborhood

schools.

26.
Is
working
toward
their
academic
goals.

27.
Overall,
I
would
rate
the
academic
program
at
my
child's
school

as
very
eﬀecJve.

Parents:
Academic
Program

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know
/
Does
Not
Apply


8

All students in grades TK-5 answered three questions regarding their classrooms. In contrast
with parent concerns about resources, a majority of student respondents (82% / 205
responses) felt that there were lots of books and other supplies in their classrooms. Seventy-six
percent (188 responses) agreed that sometimes students work in groups. Of note were the 51
students (21%) who did not think parents and other grown-ups helped in the classroom.
Students in Grades 3-5 were asked additional questions regarding their classrooms. The
responses were generally positive with 86-88% (108-112 responses) agreeing that their work
helps them get ready for the next grade, their homework helps them practice what they
learned in class, and that their teachers incorporate technology into the classroom. Another
76% (97 responses) felt that their report cards were based on more than tests (similar to staff
responses), and that what they learned in school related to the “real world.” Of note, 49% (62
responses) felt tests sometimes asked students questions about things they had not been
taught.
82%

76%

62%

12%

18%

17%

6%

6%

21%

8.
There
are
lots
of
books
and
other
supplies
in

my
classroom.

9.
SomeJmes
the
students
in
my
class
work
in

groups.

10.
Parents
and
other
grown-‐ups
help
in
my

classroom.

TK-‐5:
My
Classroom

Agree
Neutral
Disagree

76%

76%

88%

49%

86%

88%

19%

21%

6%

26%

13%

10%

5%

6%

25%

27.
My
report
card
is
based
on
more
than
how
I
do
on
tests.

28.
What
we
learn
in
school
relates
to
the
"real
world".

29.
My
teachers
incorporate
technology
into
the
classroom.

30.
Tests
someJmes
ask
me
quesJons
about
things
I
haven't

been
taught.

31.
My
homework
helps
me
pracJce
what
I
learn
in
class.

32.
I
do
work
that
helps
me
get
ready
for
the
next
grade.

G3-‐5:
My
Classroom
cont.

Agree
Neutral
Disagree


9

III. School Culture
55%

64%

23%

64%

68%

41%

5%

27%

45%

27%

36%

14%

23%

18%

59%

64%

36%

41%

55%

14%

32%

23%

32%

36%

27%

59%

27%

41%

55%

50%

36%

45%

36%

59%

55%

36%

36%

32%

45%

45%

52%

14%

14%

36%

5%

59%

36%

14%

5%

27%

14%

50%

14%

27%

5%

14%

9%

14%

5%

14%

18%

5%

5%

5%

5%

5%

5%

5%

5%

14%

5%

14%

6.
I
am
happy
with
my
working
relaJonships
with
staff
at
my
school.

7.
I
feel
moJvated
to
do
good
work

8.
Morale
among
the
staff
at
my
school
is
high.

9.
A
good
relaJonship
exists
between
teachers
and
office
staff.

10.
I
regularly
parJcipate
in
school
events
and
acJviJes

11.
The
events
and
acJviJes
at
the
school
are
culturally
relevant
and

engaging
for
students.

12.
Parents
and
students
are
respecdul
of
school
staff.

13.
Most
of
the
students
follow
the
behavior
system
at
this
school.

14.
School
staff
work
together
with
parents
to
help
students
do
well

in
school.

15.
I
know
what
the
school's
mission
and
vision
is.

16.
The
school's
mission
and
vision
is
widely
embraced
by
all

members
of
our
school
community.

17.
I
feel
the
school
supports
my
professional
growth.

18.
The
school
does
a
good
job
of
communicaJng
organizaJonal

policies.

19.
I
feel
valued
as
an
employee.

20.
Problems
and
conflicts
are
dealt
with
in
a
fair
and
construcJve

manner.

21.
Students
are
expected
to
do
good
work
at
this
school.

22.
I
feel
confident
working
with
different
types
of
students
-‐
special

educaJon,
limited
English-‐speaking,
ethnically/racially
diverse,
low-‐
23.
The
school
addresses
the
needs
of
all
ELL
(English
Language

Learner)
students.

24.
The
school
is
making
good
progress
towards
its
goals.

25.
I
set
goals
for
my
scholars
that
align
with
school
goals.

26.
Overall,
I
would
recommend
this
school
as
a
good
place
to
work.

Staff:
School
Culture

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know
/
Does
Not
Apply


10

Overall, staff responses to the statements regarding school culture were quite varied. Staff
unanimously agreed that teachers and office staff have positive relationships, that events and
activities were culturally relevant, that student goals were consistent with school goals, and that
staff felt confident working with different types of students (22 responses). On the other hand,
staff responses diverged with regard to student and parent behavior, and work related policies.
Three quarters of staff (16 responses) felt that students and parents were disrespectful to staff,
and similarly, over half of all staff (12 responses) did not feel students followed the school
behavior plan. Seven staff members did not agree that the mission and vision was widely
embraced by the school community. Half of staff respondents (11 responses) felt the school did
a poor job communicating organizational policies, and nine respondents felt that morale was
low among staff. Interestingly, two-thirds of staff (14 responses) said they would recommend
Frederick Douglas Elementary as a good place to work.


11

In contrast to staff, the majority of parents who took the survey responded more favorably to
statements about school culture. Overall, 91% (56 responses) rated school culture as very
positive. Another 98% (62 responses) noted that their child enjoyed going to school, and that
the school provided parents opportunities to volunteer and participate. Unlike staff members,
most parents (91% / 58 responses) thought Frederick Douglas Elementary celebrated its
students’ good behavior and academic performance, and similarly, parents were satisfied with
the school administrators’ responsiveness (97% / 61 responses). However, six parents (10%)
did not feel that the school mission and vision were communicated to parents; nor did they feel
that the school worked hard to fulfill its mission. Additionally, six parents did not feel that their
family was part of the school community. Lastly, seven parents (11%) did not feel the school
taught them how to help their children be successful.
47%

44%

40%

51%

32%

57%

44%

44%

44%

54%

38%

39%

43%

45%

51%

41%

46%

41%

39%

47%

53%

44%

47%

52%

10%

10%

10%

6%

10%

11%

6%

10%

7%

13%

6%

5%

48.
My
child's
school
communicates
its
mission
and
vision
to
parents,

students
and
teachers.

49.
My
child's
school
works
hard
to
fulﬁll
its
mission
and
vision

according
to
the
school's
charter.

50.
My
child's
school
creates
an
environment
where
children
can

succeed.

51.
My
child's
school
asks
parents
for
input
in
important
school

decision-‐making.

52.
My
child's
school
has
established
partnerships
with
the

surrounding
community
that
improve
my
child's
school
experiences.

53.
My
child's
school
provides
opportuniJes
for
parents
to
volunteer

and
parJcipate.

54.
My
child's
school
teaches
me
how
to
help
my
child
be
successful.

55.
My
child's
school
celebrates
its
students'
good
behavior
and

academic
performance.

56.
The
school
administrators
are
responsive.

57.
My
child
enjoys
going
to
school.

58.
My
family
is
part
of
a
school
community.

59.
Overall,
I
would
rate
the
school
culture
as
very
posiJve.

Parents:
School
Culture

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know
/
Does
Not
Apply


12

IV. School Environment/Working Conditions
Overall, 92% of parents (58 responses) rated the school environment at Frederick Douglas
Elementary as very positive. All parents (100% / 64 responses) felt welcomed as a volunteer,
and most parents felt the school practiced emergency procedures (98% / 63 responses), and
took actions to ensure the safety of their children (91% / 60 responses). However, some
parents (17% / 11 responses) were dissatisfied with the cleanliness and physical condition of the
school.
Students echoed some of the same concerns as the parents, with 17% (41 responses)
expressing dissatisfaction with the school’s cleanliness, and 81% (201 responses) praising the
school’s safety and emergency procedures (88% / 216 responses). However, it was clear that
students also recognized problems with student behavior. Fewer than half the students thought
students were well behaved. Overall, 70% (172 responses) of students said they would come to
Frederick Douglas Elementary again next year.
24%

33%

50%

70%

38%

59%

61%

48%

30%

54%

17%

6%

8%

10.
My
child's
school
is
clean
and
in
good
physical

condiJon

11.
My
child's
school
takes
acJons
to
ensure
his/her

safety.

12.
My
child's
school
pracJces
emergency
procedures

(i.e.,
ﬁre
and
earthquake
drills).

13.
I
am
welcomed
in
my
child's
school
as
a
volunteer

14.
Overall,
I
would
rate
my
child's
school
environment
as

very
posiJve

Parents:
School
Environment

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know
/
Does
Not
Apply

59%

81%

88%

47%

89%

88%

70%

24%

13%

6%

29%

9%

16%

17%

5%

6%

24%

6%

14%

11.
My
school
is
clean.

12.
I
feel
safe
at
school.

13.
My
school
pracJces
emergency
procedures.

14.
Most
of
the
students
are
well-‐behaved
at
my

school.

15.
My
school
has
a
special
pledge
or
school
song,

and
I
know
what
it
is.

16.
My
school
teaches
me
to
respect
others.

17.
I
want
to
come
to
this
school
again
next
year.

TK-‐5:
School
Environment

Agree
Neutral
Disagree


13

Regarding the additional questions for Grades 3-5, students responded positively to the after-
school activities and sports at Frederick Douglas Elementary (88% / 112 responses). They were
also happy with the leadership opportunities provided at school (87% / 110 responses).
However, 22% (28 responses) would not recommend this school to someone else, and
nineteen percent (24 responses) indicated that they did not like this school better than their
last school.
88%

87%

56%

75%

57%

81%

10%

11%

25%

20%

21%

12%

19%

6%

22%

7%

33.
There
are
aher-‐school
acJviJes
and
sports
at
my
school.

34.
My
school
provides
leadership
opportuniJes
such
as
student

council.

35.
I
like
this
school
beXer
than
my
last
school.

36.
There
are
plenty
of
computers
at
my
school
for
students
to
use.

37.
I
would
recommend
my
school
to
someone
else.

38.
The
classrooms
and/or
hallways
have
posters
and
student
work

on
the
walls.

G3-‐5:
My
School
Environment
cont.

Agree
Neutral
Disagree


14

Staff opinions about working conditions at Frederick Douglas Elementary were generally
favorable. Nineteen respondents indicated that they would like to work at Frederick Douglas
Elementary next year. Another 21 respondents felt that they had a clear understanding of their
job responsibilities, and eighteen felt that they were able to have a good work-life balance.
Echoing concerns raised by parents, eight staff members responded unfavorably regarding the
provision of resources for teachers. Another six respondents did not feel they had a voice in
shaping their school, and a three staff stated that they would not recommend ICEF to their
friends.
27%

18%

73%

45%

45%

27%

52%

45%

45%

23%

41%

36%

50%

38%

27%

32%

5%

9%

9%

14%

5%

5%

5%

5%

5%

9%

5%

27.
I
have
a
voice
in
shaping
decisions
about
the
school's
policies
and

pracJces

28.
The
school
provides
me
with
adequate
resources
to
do
my
job

well.

29.
I
have
a
clear
understanding
of
my
job
responsibiliJes.

30.
The
performance
evaluaJon
process
is
transparent
and
fair.

31.
Overall,
I
am
able
to
have
a
good
work-‐life
balance.

32.
I
would
recommend
ICEF
as
a
place
to
work
to
my
friends.

33.
I
want
to
work
here
next
year.
(Please
add
a
comment.)

Staﬀ:
Working
Condi0ons

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know
/
Does
Not
Apply


15

V. Administration/ Teacher Effectiveness
38%

25%

38%

38%

33%

38%

44%

50%

50%

25%

31%

50%

44%

44%

56%

63%

38%

31%

40%

56%

50%

31%

44%

50%

38%

38%

56%

44%

6%

6%

19%

19%

13%

6%

6%

19%

6%

13%

19%

6%

13%

6%

6%

7%

6%

6%

6%

6%

7%

6%

6%

6%

34.
The
school
administrator(s)
provides
informaJon
about
how
the

school
is
performing
compared
to
other
schools.

35.
The
school
administrator(s)
has
raised
community
awareness
of

the
school.

36.
The
school
administrator(s)
consistently
enforces
school
rules

and
policies.

37.
The
school
administrator(s)
have
an
anJ-‐bullying
plan
in
place
at

your
school.

38.
The
school
administrator(s)
develop
a
plan
at
the
school
site
to

decrease
the
need
for
suspensions
and
expulsions.

39.
The
school
administrators
are
responsive.

40.
The
school
administrator(s)
has
provided
me
with
helpful

feedback
about
my
performance.

41.
The
school
administrator(s)
collaborates
with
staff
on
decision-‐
making
when
appropriate.

42.
The
school
administrator(s)
fosters
an
atmosphere
of
trust,

dignity,
and
respect.

43.
The
school
administrator(s)
deals
with
student
discipline
in
a

Jmely
manner.

44.
The
administrators
are
fair
when
determining
consequences
for

negaJve
behavior.

45.
I
have
a
producJve
working
relaJonship
with
the
school

administrator(s).

46.
The
school
administrator(s)
effecJvely
foster
a
team-‐oriented

culture
among
school
staff.

47.
Overall,
the
administrators
are
inspiring
leaders.

Staff:
Administra0on
(Principals
&
Vice-‐Principals)

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know
/
Does
Not
Apply


16

All staff members (16 responses) felt the school administration fostered a team-oriented
culture. A large majority, (15 responses) agreed that the school administration fostered an
atmosphere of trust, dignity, and respect. Administrators also provided helpful feedback to
teachers, were responsive to staff concerns, and communicated to staff how the school
performed compared to neighborhood schools. Fourteen respondents stated that they had a
productive working relationship with their administration and felt they were inspiring leaders.
On the other hand, staff felt administrators were unfair when determining consequences for
negative behavior; they did not feel school rules were consistently enforced, and four staff
raised concern about the lack of an anti-bullying program. Additionally, 13 staff members did
not feel the school administration collaborated with staff on important decisions, and another
three did not feel there was a plan in place to decrease the need for suspensions and
expulsions.


17

Similar to staff, parent responses regarding the administration at Frederick Douglas Elementary
were generally favorable, however there were some areas of concern. Ninety-four percent (57
responses) felt that school administrators were respectful and professional. Similarly, 93% (59
responses) stated that school administrators were approachable when parents had concerns.
Overall, 88% (54 responses) rated the administration as very effective. Parent responses
regarding the administration were slightly less enthusiastic when it came to dealing with
negative student behavior and communication. Parents echoed concerns expressed by staff
regarding how administrators determined consequences for negative behavior (14% / 9
responses). Parents also voiced their discontent with the lack of an anti-bullying policy at
Frederick Douglas. Another thirteen percent (8 responses) felt the school did a poor job
communicating resource allocation decisions, and failed to share the school’s performance
compared to neighborhood schools. Lastly, five parents felt there was no plan to reduce the
need for suspensions and expulsions, a criticism also expressed by staff.
55%

49%

52%

48%

47%

43%

41%

44%

37%

48%

49%

38%

40%

42%

38%

41%

44%

40%

38%

45%

46%

39%

5%

10%

6%

10%

11%

8%

14%

14%

10%

5%

10%

5%

6%

70.
Are
approachable
when
I
have
comments
or
concerns.

71.
Communicate
with
me
about
important
school
policies
and

events.

72.
Are
highly
visible
throughout
the
school.

73.
Help
parents
understand
how
resources
are
allocated.

74.
Provide
informaJon
about
how
the
school
is
performing

compared
to
other
schools.

75.
Consistently
enforce
school
rules
and
policies.

76.
Are
fair
when
determining
consequences
for
negaJve
behavior.

77.
Have
an
anJ-‐bullying
plan
in
place.

78.
Have
a
plan
in
place
to
reduce
the
need
for
suspensions
and

expulsions.

79.
Are
respecdul
and
professional.

80.
Overall,
I
would
rate
the
administrators
at
my
child's
school
as

very
eﬀecJve.

Parents:
Administra0on
(Principals
&
Vice-‐Principals)

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know/Does
Not
Apply


18

In contrast to how parents rated the administration, they were consistently positive in their
assessment of teacher effectiveness, with over 90% agreement in all but one category. Overall,
95% (60 parents) rated teachers at Frederick Douglas Elementary as very effective. A large
majority, (97-98% / 61-62 responses) felt that teachers cared about their child’s academic and
social well-being, were approachable, respectful and professional, and were organized and
knowledgeable about his/her subject area. Of the few unfavorable responses, some parents
expressed concern that teachers did not communicate with them about their child’s academic
progress (12% / 7 responses), and four parents (7%) felt teachers were absent too often.

54%

59%

58%

52%

52%

51%

60%

56%

54%

54%

35%

35%

39%

40%

40%

43%

38%

41%

40%

41%

10%

5%

6%

5%

5%

5%

5%

60.
Communicate
with
me
about
my
child's
academic

progress.

61.
Respond
to
my
emails,
phone
calls
or
notes
in
a
Jmely

manner.

62.
Seem
organized
and
knowledgeable
about
his/her

subject
area.

63.
Plan
creaJve
and
engaging
acJviJes.

64.
ParJcipate
in
school
events
and
acJviJes.

65.
Understand
my
child's
strengths
and
weaknesses.

66.
Are
approachable,
respecdul
and
professional.

67.
Care
about
my
child's
academic
and
social
well-‐being.

68.
Are
not
ohen
absent.

69.
Overall,
I
would
rate
my
child's
teachers
as
very

eﬀecJve.

Parents:
Teacher
Eﬀec0veness

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know
/
Does
Not
Apply


19

Similar to parents, students had very positive responses to questions about their teachers.
When it came to administrators, students were more positive than some parents. Between
92%-94% (228 – 238 responses) of students agreed that they learn a lot in class, their teachers
cared about them, and expect them to do their best. Additionally, 84% (210 responses) felt
teachers were fair to all students, and 89% (223 responses) stated that they knew what they
were supposed to learn in class. The only area of concern raised by students was that they did
not feel they could talk to their teachers when they had a problem.
Students in grades 3-5 had less favorable responses to additional questions regarding their
teachers and members of the administration. Of note, 31% (40 responses) felt that the principal
only met with students when they were in trouble. Only 52% (66 responses) noted that
teachers wrote comments on work they handed in, and 67% (86 responses) responded that
they often saw their principal walking around the school. Similar to parent respondents, ten
percent (13 responses) of students did not feel that administrators were fair when determining
consequences for negative behavior.
94%

93%

84%

82%

89%

92%

89%

5%

6%

12%

11%

8%

8%

8%

8%

1.
My
teachers
care
about
me.

2.
My
teachers
expect
me
to
do
my
best.

3.
My
teacher
is
fair
to
all
students.

4.
I
can
talk
to
my
teachers
when
I
have
a

problem.

5.
I
know
what
I
am
supposed
to
learn
in
class.

6.
I
am
learning
a
lot
in
class.

7.
My
principal
knows
my
name.

TK-‐5
My
Teachers
and
the
School
Administrators

Agree
Neutral
Disagree

82%

52%

78%

67%

67%

72%

31%

14%

37%

15%

23%

23%

22%

27%

5%

10%

7%

9%

10%

6%

42%

20.
I
can
meet
with
my
teachers
for
extra
help
before
or
aher

school.

21.
My
teachers
write
comments
on
the
work
I
hand
in.

22.
My
teachers
are
not
absent
very
ohen.

23.
I
ohen
see
my
principal
walking
around
the
school.

24.
School
administrators
are
fair
when
determining

consequences
for
negaJve
behavior.

25.
School
administrators
are
approachable,
friendly,
and

respecdul.

26.
The
principal
only
meets
with
students
when
they
are
in

trouble.

G3-‐5:
My
Teachers
and
School
Administrators
cont.

Agree
Neutral
Disagree


20

VI. Parent-Specific Items

Parents were asked how they thought students should be evaluated. Almost all emphasized
attributes such as daily attendance rates (95% / 60 responses), student’s motivation to do good
work (97% / 61 responses), and student’s demonstration of honesty and integrity (91% / 57
responses). The majority of parents also felt students should be evaluated based whether they
were promoted at year’s end. In addition, parents strongly believed that a student’s
demonstration of strong interpersonal and communication skills should be considered when
evaluating performance (95% / 59 responses). At the same time, 89% of parents (56 responses)
thought that standardized tests were still an important factor, in student evaluation.
54%

30%

48%

33%

46%

54%

59%

56%

55%

15%

41%

41%

48%

41%

43%

38%

38%

35%

40%

58%

13%

8%

6%

6%

5%

16%

5%

22%

23%

28.
Daily
aXendance
rates.

29.
Student
dropout
rate.

30.
The
percentage
of
students
promoted
at
year's
end.

31.
High
school
graduaJon
rates.

32.
Standardized
test
scores
(Smarter
Balanced,
CELDT,

CST
Science).

33.
Online
programming
to
access
student
assignments

and
grades

34.
A
student's
moJvaJon
to
do
good
work.

35.
DemonstraJon
of
honesty
and
integrity.

36.
DemonstraJon
of
strong
interpersonal
and

communicaJon
skills.

37.
Other
(please
specify).

How
Do
Parents
Think
Students
Should
Be
Evaluated?

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know
/
Does
Not
Apply


21

In terms of support services, parents were generally pleased, with 95% (53 responses) rating
them very effective. However, parents expressed concern regarding extracurricular activities
and the parent organization. Of note, parents did not feel the school provided more arts or
sports programs than other neighborhood schools. Generally speaking, 17% of parents did not
feel their children had meaningful access to extracurricular activities. Additionally, 19% (12
responses) of parents felt the school lacked opportunities outside of class for their children to
receive academic support. Lastly, 21% (13 responses) expressed dissatisfaction with the parent
organization.
48%

43%

47%

34%

33%

47%

36%

36%

38%

45%

30%

33%

34%

28%

22%

38%

41%

30%

33%

40%

16%

19%

14%

23%

31%

11%

16%

8%

13%

15%

5%

5%

5%

13%

13%

27%

14%

38.
There
is
strong
support
for
struggling
students
during
school

hours.

39.
My
child
is
provided
with
opportuniJes
outside
of
class
to

receive
addiJonal
academic
support.

40.
My
child
has
opportuniJes
to
parJcipate
in
meaningful

extracurricular
acJviJes
(student
council,
sports,
dance,
drama,

cheer,
drumline,
3D
game
design,
chess
program,
yearbook).

41.
My
child's
school
provides
more
Arts
programs
than
other

neighborhood
schools.

42.
My
child's
school
provides
more
Sports
programs
than
other

neighborhood
schools.

43.
The
events
and
acJviJes
at
the
school
are
culturally
relevant
and

engaging
for
my
child.

44.
The
parent
organizaJon
at
my
child's
school
is
organized
and

welcoming.

45.
The
school
is
addressing
the
needs
of
all
ELL
(English
Language

Learner)
students.

46.
I
understand
and
have
access
to
my
child's
school's
LCAP.

47.
Overall,
I
would
rate
the
support
services
at
my
child's
school
as

very
eﬀecJve.

Parents:
School
Support
Services

Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don't
Know
/
Does
Not
Apply


22

VII. Open-Ended Responses – Staff, Parents, and Students
Areas
of
Strength
-‐
Staff

Staff
responses
fell
into
four
broad
categories.
Representative
responses
are
listed
below
each
category.

Collaboration among staff (7 responses)

Respect for fellow staff and good working relationships.
The planning time we get when students are doing extras, i.e. art, P.E, Character Building.
I appreciate the relationship that the staff has with each other. It makes everything easier when it comes to
enforcing rules and regulation.
Administrative/ Leadership (7 responses)

Mr. Lemle does an excellent job leading the school.
Communication and transparency among administrators is great, PDs are very helpful and educational.
My administrator is transparent and is trying to improve the culture of our school.
Students (2 responses)
I like that we have the ability to know each scholar personally.
Much of the staff is committed to the kids and community, and is willing to work hard even without the
necessary supports (financial, curriculum, family).
Extracurricular Activities/Resources (5 responses)
The technology is great.
I like the extracurricular activities like rugby.
All programs that are in addition to general education that help students be well-rounded.
The family atmosphere, the extra curricular activities (oratorical contest, literature on parade which takes the
place of Halloween, Thanksgiving Feast, Spelling Bee).
Suggestions
for
More
Effectively
Supporting
Staff

Staff
responses
fell
into
six
broad
categories.
Representative
responses
are
listed
below
each
category.

Support Services (5 responses)
We need mental health care providers for several scholars.
Character counts social program.
Professional Development (2 responses)
I need more training specifically for my position.
We need less PD and more time to plan.
School Discipline (9 responses)
Improving student discipline and consistent parent participation.
Implementing a stronger discipline plan based on student academic and behavioral data.
Having a better behavior system that is school-wide would be helpful; better enforcement of broken rules.
Provide immediate, effective consequences for negative student behavior and have the director have meetings
with parents when students participate in deliberate, disrespectful behavior toward staff and peers.
Administrative Support (4 responses)
The administration needs to help teachers understand our collective goal as a team.


23

We need better administrative communication.
Parental support/administration support in dealing with behavioral difficulties.
Resources (2 responses)
The school should have some "common" school supplies to support instruction. Teachers should not have to
spend their own money to help run the class.
More school supplies.

Areas
of
Strength
-‐
Parents

Parent
responses
fell
into
five
broad
categories.
Representative
responses
are
listed
below
each
category.

Teachers/Staff (23 responses)
I value the parent-teacher relationships.
I am happy with the administration and the overall staff; they are very supportive of the parents.
There are some very dedicated teachers that go above and beyond their duties to push our children to succeed
and to enjoy learning.
I am most grateful to my son's first grade teacher, Mr. Long.
Academics (11 responses)
This school is preparing my son for the next level in life and to stay focused.
I am pleased with the educational structure at this school.
I think the curriculum is very good.
School Culture (8 responses)
I like the family environment.
I know my children are safe and are reaching academic goals.
I like the diversity at this school.
Extracurricular Activities (7 responses)
The extracurricular activities in the after-school program are great.
I love the music and sports programs.
Educational programs, music, sports and extracurricular programs.

Opportunities
for
Improvement
-‐
Parents

Parent
responses
fell
into
seven
broad
categories.
Representative
responses
are
listed
below
each
category.

Teachers/Staff (9 responses)
The school needs to be consistent by keeping the same teachers.
FDA needs more staff to monitor hallways. Also, they need a budget for TA’s in overcrowded classrooms.
I think some of the staff needs improvement in being professional.
This school needs more after school activities.
They need more sports activities for each grade.
Facilities (4 responses)
They need their own facility; this school is in a very small environment.


24

They need to keep the restrooms and lunch area clean.
Resources/Materials (3 responses)
This school needs more funds for resources.
FD should be providing textbooks that students can take home.
Organization/Leadership (7 responses)
They need a stronger administrative team to remove bad kids and disrespectful parents. Someone who can
stand up and get the school back on track.
Consistency in all areas: Effective communication, a discipline policy, follow-through in enforcing rules for staff,
parents and students will help this school.
The school should improve its organization and communication with parents.
Student Behavior (8 responses)
There is no control over kids after school.
Positive and more constructive ways of discipline.
Students should be more respectful to other students, staff, and teachers.
Other (5 responses)
Better math and reading programs.
The school is very firm with the dress code.
The lunch menu is not healthy.
How
are
you
involved
in
View
Park
Elementary
-‐
Parents

Parent
responses
fell
into
six
broad
categories.
Representative
responses
are
listed
below
each
category.

Attending Meetings (43 responses)
I attend all PIM meetings.
I attend parent meetings.
Volunteer in class/at school (28 responses)
I volunteer on field trips, and volunteer to help with many school activities.
I volunteer in the classroom.
I do volunteer hours.
Attend Field Trips (21 responses)
I attend all field trips.
I go on field trips.
School Activities (19 responses)
I take part in all activities at my child’s school.
I participate in family activities with the school.
I attend all school events.
Donations/Fundraisers (9 responses)
I donate snacks for the sales.
I donate items to the classroom and/or school.
I provide needed supplies and support for my child’s classroom.


25

Areas
of
Strength
-‐
Students

Student
responses
fell
into
seven
broad
categories.
Representative
responses
are
listed
below
each
category.

I like to learn in class and I also like to do my homework so I can get to play.
I like math and reading.
I like learning about Black history.
I love learning math, art, and science.
I would like our school to be more pretty and nice.
Teachers/Staff
(43 responses)
I love my teacher and her cowgirl hat.
In my school I like that the teachers make you feel safe and comfortable.
We have a teacher that cares about us, helps us get good grades, and teaches us to never give up.
I like the staff and teachers.
The principal is great.
Resources/Supplies (14 responses)
I like that we use iPads.
My favorite thing to do at school is use the computers.
I love to play with playdough.
Peers (23 responses)
I have friends at this school
I like that everybody likes me.
I have the most awesome teacher ever, and I have lots of friends that are well behaved in class and they respect
me.
School Activities (27 responses)
We do special things like pizza parties and play with the balls.
What I like about my school is that they have a lot of school activities.
We say our pledge; we have sales and special announcements and celebrations. I like drill, drum, and cheer and
also after school programs.
I like the Kaboom. We have cool days like pajama day and stuff like that
School Culture (10 responses)
They teach me to believe in myself.
We have exceptional rules that mostly everyone follows.
Being safe, respectful and responsible.
Recess (36 responses)
My favorite part is when we go to recess.
I like to play tetherball.
I like the games at lunch.


26

Opportunities
for
Improvement
-‐
Students

Student
responses
fell
into
six
broad
categories.
Representative
responses
are
listed
below
each
category.

Student Behavior (62 responses)
I am tired of bad students that kick chairs and give attitude.
I want kids to be nicer to each other.
To stop the fights in class and on school grounds.
Stop the bullying in class and on the yard.
Food (25 responses)
I would like to change the food at school.
I would like better lunch.
No eating hot chips or selling candy without permission, because if you eat too many hot chips, you get a
stomachache and you have to ask to be able to sell candy.
I want to change second grade.
We should have more math classes.
I don't like doing work.
I want my school to have better field trips for example, to an amusement park. Also, please don't punish the
whole grade for a small group of people.
I want more activities like football, basketball, and more Kaboom.
I would like a different teacher for the after-school program.
Facilities (47 responses)
I don’t like all the bugs and the ants in our classrooms.
I think we should change the outside because it’s small.
One thing I would change about my school is to have bigger classrooms.
I would like to change the mulch into a big pool, because we are hot in the sun.
Resources/Materials (9 responses)
The school needs better computers.
Put Starfall on every computer.
I would like to have more books.


27

Conclusion: Comparing Stakeholder Responses
Overall, stakeholders who took the survey expressed varied views of Frederick Douglas
Elementary. Staff had overall positive views of the academic program, but expressed concern
with working conditions and school culture. Parents were largely satisfied in nearly all
categories surveyed, particularly the academic program, teacher/administrator effectiveness, and
the school environment. However, parents expressed some dissatisfaction with the school
administration, support services, as well as facilities and resources. Students were generally
happy with their academic experiences at Frederick Douglas Elementary, but expressed
concern with the school environment, and in particular, the prevalence of bullying and student
misbehavior. It is useful, then, to explore the questions and categories in which the school
received relatively less enthusiastic responses in order to identify potential areas for growth
and improvement.
Academic Program
All stakeholders were generally pleased with the academic program at Frederick Douglas
Elementary. Staff members praised the collaboration among teachers, and overall thought the
curriculum was strong. However, staff expressed some discontent with the lack of
administrative presence in their classrooms, and the need for improved professional
development. Open-ended responses for professional development included the need for more
content specific support, and one call to decrease professional development in favor of
common planning time.
Parents agreed that the school provided rigorous work that challenged students, set high
standards for success, and prepared children academically for the next phase of schooling.
There were particularly positive responses to the school’s use of technology during instruction.
However, parents expressed concern over the lack of adequate resources, the desire for more
individualized instruction, and more communication about grade level standards. Open-ended
responses called for TA’s to support overcrowded classrooms, and parent involvement
responses indicated a concern with the lack of resources, with a notable amount of parents
feeling compelled to donate school and classroom supplies.
Similar to staff and parents, students generally had positive things to say about the academics,
including math, science, and Black history. Students were happy with the amount of resources
at Frederick Douglas Elementary, but expressed a desire for new computers and more books in
open-ended responses. Students also reported that they were sometimes tested on material
that had not been taught in class.


28

School Culture and Student Behavior
The statements about school culture garnered somewhat mixed responses. Staff members
praised the positive relationship between teachers and office staff, the cultural relevance of the
school mission, school events, and activities. But staff raised serious concerns about the morale
of staff members at Frederick Douglas Elementary. In particular, staff were dissatisfied with
student behavior, the current disciplinary measures in place, and the lack of respect from
parents. In the open-ended section, staff members talked about the need for mental health care
providers for students with behavioral problems, a character counts social program, and more
parent engagement to improve school discipline.
By contrast, the vast majority of parents rated the school culture as very positive. They were
happy with the availability of opportunities to participate and volunteer, and parents were
pleased with the principal’s responsiveness. Their only concern, though held by a small minority,
was the lack of communication with parents about the school’s mission and vision, as well as
the limited guidance to help parents support their children. The parent’s open-ended section
echoed many of the same issues mentioned by staff. Parents acknowledged bad behavior on the
playground, and the need for more positive and constructive means of discipline. Students
expressed similar concerns with student behavior, noting excessive fighting and bullying as areas
in need of improvement.
The concerns regarding student behavior raised by all the stakeholders are cause for action.
The administration could consider reimagining the disciplinary measures in place, to address
issues of bullying, suspension, and expulsion. Reaching out to involve a group of staff and
parents in this process may prove effective. Alternative disciplinary measures may come in the
form of developing a school-wide Positive Behavior Support Plan or adopting a Restorative
Justice model. Frederick Douglas Elementary could also benefit from implementing a more
transparent and consistent communication system to share changes or updates to
organizational policies with key stakeholders.
School Environment/Working Conditions
Most stakeholders were happy about the school environment at Frederick Douglas Elementary,
calling it friendly and welcoming. In the open-ended section, parents mentioned their
satisfaction with the structure and organization of the environment. They praised measures the
school had taken to ensure the safety of their children, a compliment also mentioned by
students. On the other hand, both parents and students were concerned with the cleanliness
and upkeep of the physical facilities. Parents requested more space for classrooms, and students
expressed concern with the amount of “bugs and ants” in the classrooms.


29

Staff members generally had favorable responses to working conditions. Over three-quarters of
the staff felt they had a good work-life balance and that their job responsibilities were clearly
stated. An overwhelming majority of staff stated that they would return to their school in the
following year. Despite these positive responses, staff identified some areas for improvement:
inadequate resources and instructional materials, and the lack of teacher voice in school
governance. Open-ended responses echoed these sentiments.
Teachers and Administration Effectiveness
Parents were very happy with the teachers at Frederick Douglas Elementary. They said the
teachers were “dedicated,” and “care for our students.” Students spoke highly of their teachers
as well, these sentiments were also articulated in the open-ended responses.
One of the issues that crossed all stakeholders and appeared in open-ended responses, was the
administration’s poor response to student misbehavior. Staff and parents believed the
administration needed to clearly construct and implement a plan for student discipline that was
both fair and effective. One-third of student respondents noted that the principal only met with
students when they were in trouble. Staff and parents wanted the administration to better
enforce school rules and policies. Staff requested more consistent communication and more
involvement in school governance. Finally, staff members noted their productive relationships
with one another and with administrators.
Parent Engagement/Support Services

Many parents noted they were involved in the parent organization, and regularly attended
Parent Informational Meetings (PIM), school activities, and field trips. Less enthusiastic
responses targeted the lack of sports and art programs, and “support for struggling students” at
Frederick Douglas. Students also echoed these sentiments; they requested more games at
recess and other school activities, like “football, basketball, and Kaboom.”


30

Appendix: Respondent Demographics
Staff

Among staff, seventeen were teachers (81%) and four (19%) were members of the
administration.

About two-thirds of staff respondents were certificated staff (62% / 13 responses), and eight
(38%) were non-certificated staff.

19%

81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

School
Administrator
Teaching
Staff

Staff:
School
Administra0on/Teaching
Staff

62%

38%

0%

10%

20%

30%

40%

50%

60%

70%

CerJficated
Staff
Non-‐CerJficated
Staff

Staff:
Cer0fica0on
Status


31

Most of the teacher respondents were in their first year (64% / 14 responses) at Frederick
Douglas Elementary, and five respondents were in their second year. Just three teachers had
been at Frederick Douglas for four or more years.

An equal number of staff respondents (3 each) taught kindergarten, 3rd
, 4th
, and 5th
grades. Two
1st
and 2nd
grade teachers responded to this survey, and none of the TK teachers participated in
the survey.
64%

21%

0%
5%
5%
5%

0%

10%

20%

30%

40%

50%

60%

70%

Less
than
1
Year
2
Years
3
Years
4
Years
5
Years
6+
Years

Staﬀ:
How
Long
Have
you
Worked
at
Frederick
Douglass

Elementary?

0%

19%

12%
12%

19%
19%
19%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

TK
K
1
2
3
4
5

Staﬀ:
Grades
Taught


32

Parents
The largest grade level represented in the survey was 2nd
grade, followed by parents of 1st
, 3rd
,
4th, and 5th
graders. Parents of kindergartners and transitional kindergarteners were least
represented among respondents.
About two-thirds of the parents who responded had girls at the school. They accounted for
61% (39 responses) of the total parent respondents, while parents with boys represented 39%
(25 responses).
3%

9%

17%

20%

16%

17%
17%

0%

5%

10%

15%

20%

25%

TK
K
1
2
3
4
5

Parents:
Child's
Grade

39%

61%

0%

10%

20%

30%

40%

50%

60%

70%

Male
Female

Parents:
Child's
Gender


33

A large majority of parents identified their child as Black (78% / 53 responses).
Seven parents identified their child as “Other”, and five parents (7%) chose Hispanic.

Most parents (68% / 43 responses) who responded to the survey had children who did not
have an IEP or 504 plan.
78%

0%
7%
1%
3%
10%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Black
White,
Non-‐
Hispanic

Hispanic
Asian
NaJve
American
Other

Parents:
Child's
Race/Ethnicity

11%

68%

21%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Yes
No
Don't
know

Parents:
Child
has
IEP
or
504
Plan


34

A little less than half of parent respondents attended some college (42% / 27 responses).
Twenty-five percent (16 responses) had a college diploma, and eight parents had a graduate
degree or higher.
For a majority of the children (59% / 38 responses) represented in the survey, Frederick
Douglas Elementary was their first charter school. Seventeen percent (11 responses) attended a
charter school prior to their enrollment.
8%
9%

42%

25%

13%

3%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Some
high
school
High
school

diploma

Some
college
College
diploma
Graduate
degree

or
higher

No
comment

Parents:
Highest
Level
of
Educa0on

17%

59%

23%

0%

10%

20%

30%

40%

50%

60%

70%

Yes
No
Not
Applicable
/
This
is
my
child's
ﬁrst

school.

Parents:
Child's
Prior
Charter
School
AZendance


35

Fifty-seven students (44%) attended Frederick Douglas Elementary for three to four years, and
38 students (29%) have attended for more than five years. Twenty-two students (17%) attended
for one to two years, and only eleven percent (14 responses) attended for less than one year.
Just under half of the parents heard about Frederick Douglas Elementary through friends (46% /
31 responses). Eighteen parents (27%) heard about Frederick Douglas Elementary through
“Other” means, and twelve parents (18%) heard about the school through the community.
11%

17%

44%

29%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Less
than
1
year
1
-‐
2
years
3
-‐
4
years
More
than
5
years

Parents:
Years
AZending
(Name
Redacted)
School

1%
1%

46%

18%

6%

27%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Newspaper
Radio
Friends
Community
Internet
Other

How
Parents
Heard
About
Frederick
Douglass
Elementary


36

Most of the respondent’s families spoke English at home (92% / 60 responses), while a small
minority spoke Spanish (5% / 3 respondents). Parents were able to select more than one
language.

92%

5%
3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

English
Spanish
Other

Language
Spoken
at
Home

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