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8 Conditions that Make a Difference |
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When students have high aspirations, they have the ability to dream about the future while being inspired in the present to reach those dreams. |
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Three Guiding Principles |
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QISA believes that for students to have high aspirations, three Guiding Principles must be present: Self-Worth, Active Engagement, and Purpose. |
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Aspirations Framework |
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The Aspirations Framework outlines a way to recognize and develop students' aspirations, while trusting in the professional judgment of educators to decide what concrete actions are best for their school. |
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The Aspirations Profile |
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The Quaglia Institute for Student Aspirations (QISA) believes that today's schools need to foster student aspirations by encouraging students to be both dreamers and doers. |
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Aspirations and Academic Proficiency |
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This chart shows the results for all middle schools and high schools that took the My Voice Survey during the 2007-2008 academic year and for which standardized test score data were also available. |
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Quaglia Institute for Student Aspirations Demonstration Sites |
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Demonstration Sites are an exciting opportunity for schools to work closely with The Quaglia Institute for Student Aspirations (QISA) in a three-year partnership. |
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My Voice Focus Groups |
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Guidelines for conducting focus groups with students to gain deeper insights into My Voice survey results. |
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My Voice k-2 Focus Groups |
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Guidelines for gathering student voice data from k-2 students in the form of focus groups. |
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Aspirations and Academic Proficiency - New Hampshire 2007-2008 |
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This chart shows an aggregation of results for New Hampshire middle and high schools that took the My Voice Survey during the academic year 2007-2008 and for which NECAP test score data was also available. |
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Five Point Plan Cover Letter from Dr. Russell Quaglia |
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Learn about the Five Point Plan with insightful research from the Quaglia Institute for Student Aspirations. |
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Improving Dropout Statistics |
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When students have a sense of belonging and purpose at school, they become engaged in the learning process and recognize the relevance of school to their own aspirations. |
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It's Time to Listen: The My Voice Surveys |
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The old adage "all you need to do is ask" has never been more true. Yet how often are members of school communities - students, staff, and parents - asked how they perceive the school experience? |
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Understanding What Students Say: Interpreting My Voice Survey Results |
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The My Voice Survey Report categorizes respondents' answers to the survey in tables organized by the 8 Conditions that Make a Difference®. |
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The My Voice Survey: Qualitatively Assessing the Impact in New Hampshire |
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This qualitative study examines the impact of the My Voice Survey on staff and students in the state of New Hampshire. |
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My Voice Survey Testimonials |
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Through the lens of the 8 Conditions, the My Voice Survey gives students, staff members, and parents an opportunity to voice their feelings and opinions about their overall sense of their school's climate and culture. |
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Using the My Voice Survey as a Tool to Improve Student Aspirations |
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Research conducted by the Quaglia Institute for Student Aspirations (QISA) found that schools that raise student aspirations are doing more than teaching subject matter - they are teaching the whole child. |
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Lessons Learned From an Aspirations Advocate |
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Seven lessons that Dr. Russell Quaglia has learned over the past thirty years. |
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Captain Albert Stevens School: An Elementary School Making a Difference |
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Several years ago, escalating costs and declining enrollment forced three small rural schools together into the newly built Captain Albert Stevens School. Seeing the pending merger as an opportunity to create a new school culture, the district became a QISA Demonstration Site in the year prior to the new building opening. |
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Portsmouth Middle School: Aspirations and Academics |
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The primary focus of Portsmouth Middle School's efforts as a Demonstration Site was to improve its Advisory program. |
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White Mountains Regional High School: A School Making a Difference |
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Concerned about the flagging aspirations of their students, "The Regional" became a Demonstration Site after a near unanimous vote of the staff to bring Dr. Quaglia's work into the school. |
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An Innovative Parent Night at School: They Came, They Cooked, They Connected |
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Family Food and Fun Night |
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My Voice and Accreditation (MSA) |
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Schools seeking accreditation from the Middle States Association of Colleges and Schools must meet certain standards, engage in continuous improvement, and host quality assurance reviews. The My Voice Surveys are an innovative tool for schools to evaluate the twelve standards as well as to provide insights for overall school improvement. Click the link for more information. |
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My Voice and Accreditation (NAAS) |
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Schools seeking accreditation from the Northwest Association of Accredited Schools must meet established standards, engage in self-study, host peer reviews, and respond to recommendations. The My Voice Surveys are an innovative tool for schools to evaluate the eight standards as well as to provide insights for overall school improvement. |
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My Voice and Accreditation (NCA-SACS) |
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Schools seeking accreditation from he North Central Association Commission on Accreditation and School Improvement (NCA CASI) or the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI)must meet certain standards, engage in continuous improvement, and host quality assurance reviews. The My Voice Surveys are an innovative tool for schools to evaluate the seven standards as well as to provide insights for overall school improvement. Click the link for more information and a review of the connections between My Voice and the standards. |
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My Voice and Accreditation (NEASC) |
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Schools seeking accreditation from the New England Association of Schools and Colleges (NEASC) must meet established standards, engage in self-study, host peer reviews, and respond to recommendations. The My Voice Surveys are an innovative tool for schools to evaluate the seven standards as well as to provide insights for overall school improvement. Click the link for more information and a review of the connections between My Voice and the standards. |
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My Voice and Accreditation (WASC-CA) |
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Each institution seeking accreditation from the Western Association of Schools and Colleges (WASC) is evaluated on the basis of the WASC criteria and the appropriateness of the school's stated purpose, school-wide student goals and the degree to which it accomplishes these. The My Voice Surveys are an innovative tool for schools to evaluate the five criteria as well as to provide insights for overall school improvement. Click the link for more information and a review of the connections between My Voice and the standards. |
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My Voice and Accreditation (WASC-HI) |
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Each institution seeking accreditation from the Western Association of Schools and Colleges (WASC) is evaluated on the basis of the WASC criteria and the appropriateness of the school's stated purpose, school-wide student goals and the degree to which it accomplishes these. The My Voice Surveys are an innovative tool for schools to evaluate the five criteria as well as to provide insights for overall school improvement. Click the link for more information and a review of the connections between My Voice and the standards. |
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Aspirations Prezi |
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