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Percentage of public middle school principals who rated specific education goals as one of their top three most important goals, by charter status and community type: School year 2015–16

  Academic Goals   Social/Emotional Goals  
Charter status and community type 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 middle schools 67.0   73.8   35.0   5.7   54.8   36.2   18.8   3.7   4.4   ‡  
                                         
Chapter status                                        
Traditional public 67.7   73.8   34.6   6.0   54.6   36.4   18.9   3.5   4.1   ‡  
Public charter 53.5   73.4   43.0   #   59.8   31.9   18.8   9.3 ! 10.3 ! #  
                                         
Community Type                                        
City 66.0   71.7   45.4   6.7 ! 50.4   35.0   14.5   3.0 ! 6.2   ‡  
Suburb 66.9   71.3   33.6   4.4   53.8   40.3   21.6   3.0 ! 5.1   #  
Town 69.4   79.3   29.0   4.6 ! 61.1   30.7   19.0   5.1 ! ‡   #  
Rural 66.6   76.4   29.3   7.6   57.0   34.6   19.2   4.9 ! 3.2 ! ‡  
# 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: Middle schools have no grade lower than 5 and no grade higher than 9. Basic literacy skills include reading, math, writing, and speaking. Examples of personal growth include self–esteem and self–knowledge.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), Public School Principal Data File," 2015–16.
 
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