Los Angeles Unified School District
  Staff Survey: A-G Curriculum Needs and Resources




The purpose of this survey is to collect information about ways to improve A-G completion with a C or better, and college readiness in grades 9 through 12. Questions refer to your experiences with your students and your school during last year. If you worked directly with students last year, answer the questions with those students in mind. If you do not provide direct services to students, please answer regarding students at your school.

We greatly appreciate your participation in this survey effort. The information you provide is confidential, and will be combined or presented anonymously.



Respondent characteristics

1. What is your primary title/role?

2. In which area of the District is your work location?      

3. Do you primarily work with… (Mark all that apply)

Student needs and supports

4. Please estimate the percent of your students who you believe...

Note: Answer with a whole number only (e.g., 25, not 25% or 20-30%). We recognize that it is your best estimate.
 
  Please enter a whole number only
a. …understand what A-G courses they need to take to get into a four-year college in California
b. …understand they need a C or higher in all A-G courses to get into a four-year college in California
c. …will complete all their A-G courses with a C or higher
d. …plan to continue their education after high school at a four-year college
e. …need additional support from their school (outside of class) to earn a C or higher in required A-G courses
f. …have access to additional support (outside of class) to earn a C or higher in required A-G courses if needed
g. …have received a D or F in an A-G course
h. ...if they received a D grade, would access opportunities to improve their grade without needing to take an entire course


5. For your students who face barriers in earning a C or better in A-G courses, how much of a barrier are the following?
 
 
Not/rarely
Somewhat
Quite a bit
Always/nearly always
Don't know/No opinion
a. Poor study skills
b. Poor time management
c. Lack of family/community support for education
d. Lack of family ability to help academically
e. Family or employment responsibilities
f. Physical health issues
g. Mental health issues
h. Experiences challenges in a particular subject
i. Lack of support available to help improve grades
j. Lack of willingness to seek out/utilize support to help improve grades
k. Lack of supplies (including technology) to succeed in class
l. Lack of access to just-in-time interventions offered beyond the school day
m. Lack of opportunities beyond the school day to participate in course extension (improve grade beyond the semester)
n. Lack of opportunities beyond the school day for credit recovery
o. Lack of awareness of opportunities to improve grade level proficiencies and outcomes
p. Lack of personnel to provide personalized support to ensure success in A-G completion


6. Indicate your agreement with the following statements.
 
 
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Don't know
a. My school provides accessible opportunities for grade improvement to students who have a D in an A-G course.
b. My school provides accessible opportunities for credit recovery to students who have an F in an A-G course.
c. I am comfortable explaining A-G course requirements to parents and students.


7. What do you feel are the most common reasons that your students would not pursue college opportunities? You may select up to 3 options; the survey cannot be submitted with more than 3.


8. Below are some access and impact strategies LA Unified is considering as priorities within the grant to improve student completion of A-G courses with a C or better. How effective do you feel each of these strategies would be in supporting students' college and career readiness, including completing A-G courses with a C or better?
 
 
Not effective
Somewhat effective
Effective
Very effective
Don't know/No opinion
a. College Advising/Counseling. Building capacity of school site teachers and counselors in A-G course pathways, and graduation requirements, to support postsecondary planning for college and career.
b. Data Collection and Availability. Developing a college and career readiness dashboard with early warning indicators (including grades of D) for use by students and/or school sites and CBOs.
c. Credit Recovery. Increasing access to credit recovery programs for students receiving a grade of “F”.
d. Intervention. Increasing just-in-time intervention and supports for students to complete A-G courses with a “C” or better.
e. Course Extension. Creating opportunities for academic course extension beyond the semester for students receiving a grade of D, including teacher training and ready to use resources.
f. Financial Aid Eligibility. More support for students and families in understanding financial aid GPA eligibility to support FAFSA/CADAA completion.
g. Exposure to College Options. Expanding partnerships to provide students with increased access to college fairs, career fairs, presentations by college representatives, and/or field trips to college campuses to support successful matriculation to postsecondary institutions.
h. Family Engagement. Workshops for families and caregivers on A-G and Advanced Placement courses to support college readiness and financial aid application procedures, and their roles in these processes.
i. Summer Melt. More resources/services available to combat summer melt for target populations in need, including support with transition and bridge programs.
j. Direct College Application Support. Workshops to support students with understanding transcripts and GPA to develop strong college applications and personal statements.
k. Access to A-G Coursework. Ensuring school sites offer sufficient A-G course options to allow students to meet requirements.
l. Access to Advanced Coursework (AP or IB). Ensuring school sites offer sufficient AP/IB course options to allow students to participate in rigorous college preparatory coursework.
m. Access to Dual/Concurrent Enrollment. Implementing collaborative partnerships between high schools and postsecondary educational institutions that support pupil transition to postsecondary education, including, but not limited to, strengthening existing partnerships with the University of California and the California State University to establish early academic outreach and Community College college preparatory programs (Dual enrollment and CTE).
n. Academic Readiness. Providing supports to ensure students are prepared to take and successfully complete A-G courses with a grade of C or better and establish postsecondary plans.
o. Expanded Use of Technology. Could include use of chat bots, text messages, other digital communication to support school to home/student communication to increase A-G awareness and completion.
p. Professional Development. Providing teachers, administrators, and counselors with professional development opportunities to improve pupil A-G course completion rates, pupil college-going rates, and college readiness of students.