{"id":20518,"date":"2024-12-13T15:55:04","date_gmt":"2024-12-13T20:55:04","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=20518"},"modified":"2024-12-13T15:55:59","modified_gmt":"2024-12-13T20:55:59","slug":"2023-24-philly-school-experience-survey-results","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2024\/12\/13\/2023-24-philly-school-experience-survey-results\/","title":{"rendered":"2023-24 Philly School Experience Survey Results"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text css=&#8221;&#8221;]<img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-14484 alignleft\" src=\"https:\/\/www.philasd.org\/research\/wp-content\/uploads\/sites\/90\/2023\/03\/SDP_SES_FinalLogo23-300x231.jpg\" alt=\"\" width=\"300\" height=\"231\" srcset=\"https:\/\/www.philasd.org\/research\/wp-content\/uploads\/sites\/90\/2023\/03\/SDP_SES_FinalLogo23-300x231.jpg 300w, https:\/\/www.philasd.org\/research\/wp-content\/uploads\/sites\/90\/2023\/03\/SDP_SES_FinalLogo23-1024x787.jpg 1024w, https:\/\/www.philasd.org\/research\/wp-content\/uploads\/sites\/90\/2023\/03\/SDP_SES_FinalLogo23-768x591.jpg 768w, https:\/\/www.philasd.org\/research\/wp-content\/uploads\/sites\/90\/2023\/03\/SDP_SES_FinalLogo23-1536x1181.jpg 1536w, https:\/\/www.philasd.org\/research\/wp-content\/uploads\/sites\/90\/2023\/03\/SDP_SES_FinalLogo23-2048x1575.jpg 2048w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>The annual Philly School Experience Survey (PSES) is one of the best tools we have for monitoring conditions in Philadelphia public schools.<\/p>\n<p>In 2023-24, more than 95,000 School District of Philadelphia stakeholders (students, parents\/guardians, teachers, support staff, and school leaders in District and alternative schools) participated in the PSES.<\/p>\n<p>This deck summarizes the 2023-24 survey results for District and alternative schools, highlighting system-level trends across the six core survey topics: 1) School Climate, 2) Instructional Environment, 3) School Leadership, 4) Professional Capacity, 5) Family Engagement, and 6) Diversity, Equity, and Inclusion.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE SLIDE DECK&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; css=&#8221;&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2024%2F12%2F2023-24-PSES-Results_December-2024.pdf&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>The annual Philly School Experience Survey (PSES) is one of the best tools we have for monitoring conditions in Philadelphia public schools. This deck summarizes the 2023-24 survey results for District and alternative schools, highlighting system-level trends across the six core survey topics.<\/p>\n","protected":false},"author":103956,"featured_media":20534,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[134,292,138,288,142],"tags":[],"class_list":["post-20518","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-equity","category-district-wide-survey-dws","category-school-climate","category-surveys","category-system-trends"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/20518","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/103956"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=20518"}],"version-history":[{"count":3,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/20518\/revisions"}],"predecessor-version":[{"id":20539,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/20518\/revisions\/20539"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/20534"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=20518"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=20518"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=20518"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}