Report page 155

School neighborhood poverty: low, middle, or high based on neighborhood income-to-poverty ratio (IPR

school neighborhood poverty (low, middle, or high poverty based on the income-to-poverty ratio [IPR] for the neighborhood surrounding the school.

• Methodology
• Subgroup Differences

cite page 155 Appendix B: Survey Methods

IPR is percentage of family income above or below the poverty threshold; ranges from 0 to 999

IPR is the percentage of family income that is above or below the federal poverty threshold set for the family’s size and structure and ranges from 0 to 999.

• Methodology
• Subgroup Differences

cite page 155 Appendix B: Survey Methods

Schools with an IPR of 200 or less categorized as high poverty

Schools with an IPR less than or equal to 200 were categorized as high poverty.

• Methodology
• Subgroup Differences

cite page 155 Appendix B: Survey Methods

Schools with an IPR of 401 or more categorized as low poverty

Schools with an IPR of greater than or equal to 401 were categorized as low poverty.

• Methodology
• Subgroup Differences

cite page 155 Appendix B: Survey Methods

Remaining schools categorized as middle poverty

Remaining schools were categorized as middle poverty.

• Methodology
• Subgroup Differences

cite page 155 Appendix B: Survey Methods

School enrollment: fewer than 450 students small, the remainder large

school enrollment size (schools with fewer than 450 students were categorized as small, whereas the remainder were categorized as large.)

• Methodology
• Subgroup Differences

cite page 155 Appendix B: Survey Methods

District enrollment: fewer than 10,000 students small; 10,000 or more large

district enrollment size (districts serving fewer than 10,000 students were categorized as small, whereas districts serving 10,000 students or more were categorized as large.)

• Methodology
• Subgroup Differences

cite page 155 Appendix B: Survey Methods

Each principal's school belongs to multiple of the subgroup categories

It is important to keep in mind that each principal who took our survey is in a school that belongs to multiple of these categories—for example, a principal in a small, rural elementary school in a small district that serves majority White students in a relatively lower-income neighborhood in a state that does not address BTAM in state policy.

• Limitations
• Methodology
• Subgroup Differences

cite page 155 Appendix B: Survey Methods

Patterns across school contexts might be driven by principals sharing multiple characteristics

Thus, any patterns observed across multiple school contexts might be driven by principals in the schools that share multiple of these characteristics.

• Limitations
• Subgroup Differences

cite page 155 Appendix B: Survey Methods

Only subgroup differences significant at the 5 percent level described, unless otherwise noted

Sample (no n: a percentage change, not a share of a sample) · a percentage that is not a share of a sample (e.g. a percentage-point change or a weighted estimate of the population)

In this report, we describe only those differences among principal subgroups that are statistically significant at the 5 percent level, unless otherwise noted.

• Methodology
• Subgroup Differences

cite page 155 Appendix B: Survey Methods

No multiple hypothesis test corrections applied because the study is exploratory

Because of the exploratory nature of this study, we did not apply multiple hypothesis test corrections.

• Limitations
• Methodology

cite page 155 Appendix B: Survey Methods