This analysis identifies that around 15% of students typically score all four Critical Voice elements both negatively and there are further concerns with the additional 25 to 30% that tend to feel comfortable with critical thinking but not conversations across differences as well as feeling they have voice inside but not outside class.

…two thirds of the students positively affirm that the school does support understand their identities while slightly less than 50% believe the school teaches them to learn how to think versus simply taking in facts and mastering skills. Which quality is more foundational and how are they interdependent?

Since the set of qualities measured are believed to reinforce one another to varying degrees, but always in a positive manner, weak correlations between qualities require consideration. The nature of the faculty “Deeper Contradictions” output varies significantly between schools. Using six examples, the narrative and data examine the implications of a large set of contradictions in a faculty survey.

Association Range measure the breadth of friendships a student enjoys. The data shows interesting linkages between Association Range scores and students’ reporting traumatic events as well as a sense of belonging. Middle School students can benefit from a deeper understanding of these relationships.

Student feedback confirms the strongest linkages between a broad range of relationships (associations) with three aspirational qualities: Multicultural Orientation, Socio-emotional Development, and Voice in Class.