CORE Survey

CORE Survey

As part of our school improvement and accountability plans, the Long Beach Unified School District surveys parents, and students in grades 4-12 on a range of school climate indicators that have been found to predict positive student academic achievement. The indicators fall under four broad areas of focus: Teaching and Learning, Knowledge of Discipline/Rules/Norms, Safety, and Sense of Belonging.  

In addition to school culture and climate, we also assess the social-emotional learning of students.  Based on compelling research and our own experience as educators, social-emotional competencies like self-management and developing a positive growth mindset are an important complement to academic preparation in helping our students succeed in college, career, and life. A national teacher survey conducted in 2013 shows that 93% of teachers think it is very or fairly important for schools to promote the development of social-emotional competencies. Furthermore, 95% of teachers believe that these skills are teachable, and 97% believe they will benefit students from all backgrounds.

Seven social-emotional competencies are included on the survey: growth mindset, self-efficacy, self-management, social awareness, relationship skills, responsible decision-making, and self-awareness. These seven competencies were selected based on research about the importance, measurability, and actionability of each competency.

Students in grades four to twelve will be asked to self-report on a series of behaviors (e.g., coming to class prepared, following directions) and beliefs (e.g., whether it is more important to be talented or to put forth a lot of effort), that, taken together, have been validated as indicators of social-emotional skills