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Percentage of public school principals who rated specific education goals as most important by school level: School year 2015–16

  Academic Goals   Social/Emotional Goals  
School level Building basic literacy skills   Encouraging academic excellence   Preparing students for post–secondary education   Promoting occupational or vocational skills   Promoting good work habits and self–discipline   Promoting personal growth   Promoting human relations skills   Promoting specific moral values   Promoting multicultural awareness or understanding   Fostering religious or spiritual development  
All public schools 49.5   26.7   6.3   0.9   6.7   5.5   3.0   1.0   0.1 ! 0.2 !
                                         
School level                                        
Primary 60.1   23.2   2.7     4.8   5.3   2.9   0.8      
Middle 43.3   32.4   6.9   #   7.6   6.1   2.7   0.8 !    
High 28.0   32.5   15.2   3.9   9.4   5.5   3.2   1.7      
Combined 42.3   25.5   8.1   1.5 ! 11.1   6.2   3.3   1.0 !    
# Rounds to zero.
! Interpret data with caution. The standard error for this estimate is 30 to 50 percent of the estimate's value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
Note: Basic literacy skills include reading, math, writing, and speaking. Examples of personal growth include self–esteem and self–knowledge. Primary schools are those with at least one grade lower than 5, and no grade higher than 8. Middle schools have no grade lower than 5 and no grade higher than 9. High schools have no grade lower than 7 and at least one grade higher than 8. Combined schools are those with at least one grade lower than 7 and at least one grade higher than 8, or with all students in ungraded classrooms.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), Public School Principal Data File," 2015–16.