Definition: Level of total school developmental supports for public school students in grades 7, 9, 11, and non-traditional programs, by race/ethnicity (e.g., in 2017-2019, an estimated 24.2% of Hispanic/Latino students in grades 7, 9, 11, and non-traditional programs in California had high levels of school supports).
Data Source: WestEd, California Healthy Kids Survey (CHKS) and Biennial State CHKS. California Dept. of Education (Aug. 2020).
Footnote: Levels of school supports are based on a scale created from responses to three questions about having caring relationships with adults at school, three questions about having high expectations from adults at school, and three questions about having opportunities for meaningful participation at school. Years presented comprise two school years (e.g., 2017-18 and 2018-19 school years are shown as 2017-2019). County- and state-level data are weighted estimates; school district-level data are unweighted. Students in non-traditional programs are those enrolled in community day schools or continuation education. The notation S refers to (a) data for school districts that have been suppressed because there were fewer than 10 respondents in that group, and (b) data for counties that have been suppressed because the sample was too small to be representative. N/A means that data are not available.
