634993 781427 9

ISBN 978-1-4276-3499-3
90000


METRO High School:
An Emerging STEM Community

Volume II
Research Data
Submitted by
Monica S. Hunter, PhD & Robert Agranoff, PhD

Research Team
Michael McGuire, PhD, Jill Greenbaum EdD, Janice Morrison,
Maria Cohen, Jing Liu

Submitted in partial fulfillment of
Grant: 420038AC-07 & -31
The Battelle Center for Mathematics & Science Education Policy

PAST Foundation
2008












A PAST Foundation & Battelle Center Publication
Copyright 2008
PAST Foundation
ISBN 978-1-4276-3499-3

This work was supported through a grant from
The Ohio State University Battelle Center for Mathematics & Science Education Policy
(Grant: 420038AC-07 & -31)
Kathryn D. Sullivan, PhD, Director
Tricia Kerr, PhD, Project Manager















Cover Image: ‘Young Captains’ depicts Metro High School students who participated in a summer field program in partnership with
Thunder Bay National Marine Sanctuary to record a portion of the wreck of the Joseph Fay.


FOREWORD
In the spring of 2006, the PAST Foundation began working closely with the Metro High School
in Columbus, Ohio in the areas of curricula design, project-based learning and teacher
professional development. Metro was the first STEM (Science, Technology, Engineering, and
Math) High School, in Ohio. We worked with design teams as the educational philosophy for the
new STEM school was evolving. Once the doors at Metro opened and the first students were
admitted PAST watched the faculty, students, families and local community embrace the
experiment that Metro represented in educational reform. During the first year, as the PAST staff
of anthropologists and educators observed the variety and richness of the STEM school
experiment unfold, there appeared overwhelming public support that quickly led to a broad-based
push for more Metro like schools across the state. This movement to expand STEM across Ohio
prompted PAST to request permission to conduct a community and networks research study of
the Metro School
Metro High School – An Emerging STEM School Community Study is the first step in establishing
a new approach to understanding how educationally oriented public/private partnerships form and
operate. The goal of this case study is to systematically explore the principles, processes and
expectations associated with the Metro High School Network. Unlike raw student assessment,
this case study examines how to optimize the network, recognize the network’s strengths through
systematic social science analysis, and identify community and network processes that are present
in a given place and situation. The larger goal of understanding the Metro network is to identify
the key mechanisms that ensure sustainability, and to enable others to propagate the Metro High
School model in different locales where STEM education is emerging.
The PAST Foundation’s role in this effort was to 1) use our anthropological perspective to define
new dimensions of school education reform so that other communities can use this study to
discover their organization’s strengths and connections and propagate them within their own
educational environment, and 2) to lead these efforts away from traditional educational
assessments and towards the 21
st
century approach to understanding the optimization of networks
and the methods for strengthening community dynamics. It is our belief that an organization can
achieve both success and sustainability once it knows what makes a network strong and how to
engender a cultural framework of effective innovative practices.
While Volume I, Study Findings reviews the data and interprets the study research Volume II,
Research Data presents the statistical information collected during the study along with
summaries and tallies of the interview responses, as well as a copy of Governor Strickland’s letter
that set much of the process in motion.
We want to recognize and thank Kathy Sullivan, Director at the Battelle Center for
Mathematics and Science Education Policy for partnering in this pioneering effort. This study
could not have been successful without the supportive efforts of the Metro High School staff,
students, faculty and parents, as well as the Metro Partnership Group for allowing us to study
their community.





Annalies Corbin Judge Teresa Liston, Ret.
PAST Executive Director PAST Board of Trustees, President




TABLE OF CONTENTS
9.0 Introduction .................................................................................................................................. 01
9.1 Letter to Ohioans from Governor Strickland....................................................................... 02
10.0 Franklin County Student Demographics by School District
10.1 Percentage of Male to Female Students .............................................................................. 03
10.2 Percentage of Female Students............................................................................................ 04
10.3 Published Student Ethnicity (White vs. Non-White) .......................................................... 05
10.4 Published Student Ethnicity (American Indian & Alaskan Native) .................................... 06
10.5 Percentage of Disabled Students ......................................................................................... 07
10.6 Percentage of Gifted Students ............................................................................................. 08
10.7 Percentage of Economically Disadvantaged Students ........................................................ 09
10.8 Percentage of Students with Limited English Proficiency .................................................. 10
11.0 Franklin County Teacher Demographics by School District
11.1 Number of Full Time Teachers (2006-2007) ...................................................................... 11
11.2 Average Years of Teaching Experience (2006-2007) ......................................................... 12
11.3 Percentage of Full Time Teachers with Bachelor’s Degree (2006-2007) ........................... 13
11.4 Percentage of Full Time Teachers with Master’s Degree (2006-2007) .............................. 14
11.5 Percentage of Core Courses Taught by Certified Teachers................................................. 15
11.6 Average Teacher Salary ...................................................................................................... 16
11.7 Teacher Attendance Rate..................................................................................................... 17
12.0 Franklin County School Districts Proficiency Report Cards ................................................... 18
13.0 Metro High School Breakouts by School District
13.1 Breakout by School Districts: All Students......................................................................... 37
13.2 Percentage of Female Students by District.......................................................................... 37
13.3 Percentage of Male Students by District ............................................................................. 38
13.4 Percentage of Economically Disadvantaged Students by District ...................................... 38
13.5 Percentage of Ethnically White Students by District .......................................................... 39
13.6 Percentage of Ethnically Non-White Students by District .................................................. 39
14.0 Metro High School Student Demographics
14.1 Breakout by Grade............................................................................................................... 40
14.2 Breakout by Sex .................................................................................................................. 40
14.3 Breakout by Ethnicity.......................................................................................................... 40
14.4 Breakout by Free and Reduced Lunches ............................................................................. 40
14.5 Breakout by Home School................................................................................................... 41
15.0 Results from ESSC Study Regarding Description of Metro Community (Question 10)
15.1 Summary of Description of Metro Community from Question 10: All Respondents ........ 43
15.2 Summary of Description of Metro Community from Question 10: By Grade.................... 44
15.3 Summary of Description of Metro Community from Question 10: By Sex ....................... 45
15.4 Description of Metro Community Tally of Question 10 Responses ................................... 46
16.0 Results from ESSC Study Regarding Choosing Metro (Questions 3 & 4)
16.1 Summary of Choice of Metro from Questions 3 & 4: All Respondents ............................. 50
16.2 Summary of Choice of Metro from Questions 3 & 4: By Grade ........................................ 51
16.3 Summary of Choice of Metro from Questions 3 & 4: By Sex ............................................ 52
16.4 Choice of Metro Tally of Questions 3 & 4 Responses........................................................ 53

17.0 Results from ESSC Study Regarding Likes and Dislikes (Questions 6 & 7)
17.1 Summary of Most Likes/Least Likes from Questions 6 & 7: All Respondents .................. 58
17.2 Summary of Most Likes/Least Likes from Questions 6 & 7: By Grade ............................. 59
17.3 Summary of Most Likes/Least Likes from Questions 6 & 7: By Sex................................. 60
17.4 Most Likes/Least Likes Tally of Questions 6 & 7 Responses............................................. 61
18.0 Results from ESSC Study Regarding the Strongest and Weakest Aspects of Metro............. 69


9.0 INTRODUCTION

Metro High School – An Emerging STEM School Community Study (ESSC) focuses on the Metro High
School community and network in Columbus, Ohio. It is the first step in establishing a new approach to
understanding how these educationally oriented, public networks form community and operate. The goal of
this case study is to systematically explore the principles, processes, structure and expectations associated
with the Metro High School community and network. Unlike raw student assessment, this case study
examines how to optimize community building processes as well as the networks. In this way it is possible
to recognize the strengths of each through systematic social science analysis, and identify community and
network processes that are present in a given place and situation. The larger goal of understanding the Metro
networked community is to identify the key mechanisms that ensure sustainability, and enable others to
propagate the Metro High School model in different locales where STEM education is emerging.
In combining anthropological ethnography and public policy, we set out to conduct a research-based
investigation to better understand effective education reform. In this approach, the study becomes a vehicle
for providing information about the fundamental components of a learning community. This differs from the
typical formal assessment and evaluation of educational programs that focus simply on whether the model is
working or not. This study provides the opportunity to consider the foundational mechanisms, linkages and
potentialities that will sustain the school as a system and contribute to the overall community’s growth. In
essence, this study does not assess, but instead points to ways that further strengthen relationships, inculcate
good practices, and nurture long-term, sustainable processes. The study is presented in two volumes; Study
Findings and Research Data.
In Volume II Research Data the statistical demographics from Franklin County School Districts along with
the statistical summaries of numerous interview questions are presented. The Franklin County data gives
quantitative views of the entire county reviewing breakdowns for students and teachers, as well as the
published report cards for the districts. The study summaries breakout how different Metro groups
responded to specific questions and the tallies explore in depth the overall varying range of responses
collected during the interviews.
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30
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36
13.1 Number of Students
from Public Schools
District Name
Number of
Metro School
Students %
Bexley City 3 1.5%
Canal Winchester Local 7 3.4%
Columbus City 119 58.3%
Dublin City 7 3.4%
Gahanna-Jefferson City 6 2.9%
Grandview Heights City 2 1.0%
Groveport Madison Local 6 2.9%
Hamilton Local 0 0.0%
Hilliard City 9 4.4%
New Albany-Plain Local 6 2.9%
Reynoldsburg City 5 2.5%
South-Western City 12 5.9%
Upper Arlington City 4 2.0%
Westerville City 9 4.4%
Whitehall City 3 1.5%
Worthington City 6 2.9%
Total 204 100%
13.2 Percentage of Female
Students
District Name
Public
Schools Metro School
Bexley City 47.8% 33.3%
Canal Winchester Local 50.1% 57.1%
Columbus City 49.5% 38.7%
Dublin City 47.5% 28.6%
Gahanna-Jefferson City 48.8% 0.0%
Grandview Heights City 49.3% 50.0%
Groveport Madison Local 48.5% 66.7%
Hamilton Local 48.7% /
Hilliard City 48.3% 33.3%
New Albany-Plain Local 49.3% 16.7%
Reynoldsburg City 49.1% 20.0%
South-Western City 48.7% 25.0%
Upper Arlington City 49.1% 50.0%
Westerville City 48.5% 44.4%
Whitehall City 48.9% 66.7%
Worthington City 48.6% 16.7%
Average 48.8% 36.8%
37
13.3 Percentage of Male
Students
District Name
Public
Schools Metro School
Bexley City 52.2% 66.7%
Canal Winchester Local 49.9% 42.9%
Columbus City 50.5% 60.5%
Dublin City 52.5% 71.4%
Gahanna-Jefferson City 51.2% 100.0%
Grandview Heights City 50.7% 50.0%
Groveport Madison Local 51.5% 33.3%
Hamilton Local 51.3% /
Hilliard City 51.7% 66.7%
New Albany-Plain Local 50.7% 83.3%
Reynoldsburg City 50.9% 80.0%
South-Western City 51.3% 75.0%
Upper Arlington City 50.9% 50.0%
Westerville City 51.5% 55.6%
Whitehall City 51.1% 33.3%
Worthington City 51.4% 83.3%
Average 51.2% 62.7%
13.4 Percentage of
Economically
Disadvantaged Students
District Name
Public
Schools Metro School
Bexley City 7.5% 0.0%
Canal Winchester Local 15.0% 0.0%
Columbus City 73.3% 19.3%
Dublin City 10.2% 14.3%
Gahanna-Jefferson City 15.4% 0.0%
Grandview Heights City 9.5% 0.0%
Groveport Madison Local 37.0% 0.0%
Hamilton Local 40.3% /
Hilliard City 15.0% 11.1%
New Albany-Plain Local 3.9% 0.0%
Reynoldsburg City 26.4% 0.0%
South-Western City 31.0% 0.0%
Upper Arlington City 1.1% 0.0%
Westerville City 22.2% 0.0%
Whitehall City 63.0% 0.0%
Worthington City 14.1% 0.0%
Average 24.1% 12.3%
Note: Number of Economically disadvantaged students were measured as the number of students having full lunch subsidy.
38
13.5 Percentage of
Ethnically White Students
District Name
Public
Schools Metro School
Bexley City 85.7% 100.0%
Canal Winchester Local 76.3% 85.7%
Columbus City 28.4% 53.8%
Dublin City 76.3% 85.7%
Gahanna-Jefferson City 74.8% 66.7%
Grandview Heights City 93.4% 100.0%
Groveport Madison Local 60.1% 83.3%
Hamilton Local 81.7% /
Hilliard City 81.8% 66.7%
New Albany-Plain Local 82.1% 83.3%
Reynoldsburg City 60.3% 60.0%
South-Western City 76.0% 83.3%
Upper Arlington City 91.1% 100.0%
Westerville City 70.7% 100.0%
Whitehall City 54.9% 0.0%
Worthington City 79.6% 100.0%
Average 73.3% 65.2%
13.6 Percentage of
Ethnically Non-White
Students
District Name
Public
Schools Metro School
Bexley City 14.3% 0.0%
Canal Winchester Local 23.7% 14.3%
Columbus City 71.6% 46.2%
Dublin City 23.7% 14.3%
Gahanna-Jefferson City 25.2% 33.3%
Grandview Heights City 6.6% 0.0%
Groveport Madison Local 39.9% 16.7%
Hamilton Local 18.3% /
Hilliard City 18.2% 33.3%
New Albany-Plain Local 17.9% 16.7%
Reynoldsburg City 39.7% 40.0%
South-Western City 24.0% 16.7%
Upper Arlington City 8.9% 0.0%
Westerville City 29.3% 0.0%
Whitehall City 45.1% 100.0%
Worthington City 20.4% 0.0%
Average 26.7% 34.8%
39
Metro School Students' Demographics
14.1 Breakout by Grade Total %
9th Grade 117 57.4%
10th Grade 87 42.6%
14.2 Breakout by Sex Total %
Male 128 62.7%
Female 75 36.8%
SexUnknown 1 0.5%
14.3 Breakout by Ethnicity Total %
Black 49 24.0%
Asian 8 3.9%
White 133 65.2%
Hawaii 7 3.4%
Multiracial 6 2.9%
RaceUnknown 1 0.5%
14.4 Breakout by Eligibility
for Free & Reduced Lunch Total %
Lunch Free 52 25.0%
Lunch Paid 128 63.0%
Lunch Reduced 24 12.0%
40
Metro School Demographics
14.5 Breakout by Home
Schools Total %
Bexley 3 1.5%
Canal Winchester 7 3.4%
CCS 119 58.3%
Dublin 7 3.4%
Gahanna 6 2.9%
Grandview 2 1.0%
Groveport 6 2.9%
Hamilton 0 0.0%
Hilliard 9 4.4%
New Albany 6 2.9%
Reynoldsburg 5 2.5%
South-Western 12 5.9%
Upper Arlington 4 2.0%
Westerville 9 4.4%
Whitehall 3 1.5%
Worthington 6 2.9%
Beechcroft HS 2 1.0%
Bexley HS 3 1.5%
Briggs HS 3 1.5%
Brookhaven HS 10 4.9%
Ft Hayes 1 0.5%
Canal Winchester Hs 7 3.4%
Centennial 16 7.8%
Central Crossing HS 3 1.5%
Dublin Coffman HS 4 2.0%
Dublin Jerome HS 2 1.0%
Dublin Sciioto HS 1 0.5%
East HS 4 2.0%
Eastmoor Academy 1 0.5%
Franklin Heights HS 3 1.5%
Gahanna HS 2 1.0%
Gahanna Lincoln HS 4 2.0%
Grandview HS 2 1.0%
Grove City HS 4 2.0%
Groveport HS 6 2.9%
Hilliard Darby HS 6 2.9%
Hilliard Davidson HS 3 1.5%
Independence HS 4 2.0%
Linden Mckinley HS 10 4.9%
Marion Franklin HS 9 4.4%
Mifflin HS 7 3.4%
New Albany HS 6 2.9%
Northland HS 3 1.5%
41
14.5 Breakout by Home
Schools Total %
Reynoldsburg HS 5 2.5%
South HS 3 1.5%
South Urban Academy 2 1.0%
Thomas Worthington HS 3 1.5%
Upper Arlington HS 4 2.0%
Unknown 3 1.5%
Walnut Ridge HS 10 4.9%
West HS 14 6.9%
Whetstone HS 16 7.8%
Westerville Central 1 0.5%
Westland HS 2 1.0%
Westerville North HS 4 2.0%
Westerville South HS 4 2.0%
Whitehall HS 3 1.5%
Whitehall Yearling HS 1 0.5%
Worthington Kilbourne HS 3 1.5%
42
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B e s t O p t i o n ( B e t t e r E d )
S T E M I n t e r e s t
C h a l l e n g e
M a s t e r y ( 4 . 0 )
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B e s t O p t i o n ( B e t t e r E d )
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53
S e x
C o d e
S t u d e n t
P a r e n t
B o t h
W
h
y
?
B e s t O p t i o n ( B e t t e r
E d u c a t i o n )
S T E M I n t e r e s t
C h a l l e n g e
M a s t e r y ( 4 . 0 )
A c c e l e r a t e d / O w n p a c e
O p p o r t u n i t i e s
E a r l y C o l l e g e
U n i q u e / I n n o v a t i v e
S m a l l
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M e d i a p o r t r a y a l
F r i e n d l y D i v e r s e
F u n a n d E a s y
S m a r t S - f i t t i n g i n
N o t f i t t i n g i n
B o r i n g a n d h a r d
1
6
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4

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54
S e x
C o d e
S t u d e n t
P a r e n t
B o t h
W
h
y
?
B e s t O p t i o n ( B e t t e r
E d u c a t i o n )
S T E M I n t e r e s t
C h a l l e n g e
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A c c e l e r a t e d / O w n p a c e
O p p o r t u n i t i e s
E a r l y C o l l e g e
U n i q u e / I n n o v a t i v e
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M e d i a p o r t r a y a l
F r i e n d l y D i v e r s e
F u n a n d E a s y
S m a r t S - f i t t i n g i n
N o t f i t t i n g i n
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1
6
.
4

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55
S e x
C o d e
S t u d e n t
P a r e n t
B o t h
W
h
y
?
B e s t O p t i o n ( B e t t e r
E d u c a t i o n )
S T E M I n t e r e s t
C h a l l e n g e
M a s t e r y ( 4 . 0 )
A c c e l e r a t e d / O w n p a c e
O p p o r t u n i t i e s
E a r l y C o l l e g e
U n i q u e / I n n o v a t i v e
S m a l l
A t m o s p h e r e
M e d i a p o r t r a y a l
F r i e n d l y D i v e r s e
F u n a n d E a s y
S m a r t S - f i t t i n g i n
N o t f i t t i n g i n
B o r i n g a n d h a r d
1
6
.
4

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56
S e x
C o d e
S t u d e n t
P a r e n t
B o t h
W
h
y
?
B e s t O p t i o n ( B e t t e r
E d u c a t i o n )
S T E M I n t e r e s t
C h a l l e n g e
M a s t e r y ( 4 . 0 )
A c c e l e r a t e d / O w n p a c e
O p p o r t u n i t i e s
E a r l y C o l l e g e
U n i q u e / I n n o v a t i v e
S m a l l
A t m o s p h e r e
M e d i a p o r t r a y a l
F r i e n d l y D i v e r s e
F u n a n d E a s y
S m a r t S - f i t t i n g i n
N o t f i t t i n g i n
B o r i n g a n d h a r d
1
6
.
4

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3
T
o
t
a
l
s
:
57
C l a s s s i z e / c h o i c e / l e n g t h
S m a l l s c h o o l / O p e n e n v i r o n m e n t
S a f e / C o m f o r t a b l e
M a s t e r y ( 4 . 0 )
E a r l y C o l l e g e / F i n a n c i a l v a l u e / F u t u r e
T e a c h e r s h e l p f u l / c a r i n g / e n g a g e d
O p p o r t u n i t i e s / F i e l d T r i p s / E C A / L P s / t e c h
A c c e l e r a t e d / o w n p a c e / h a n d s - o n
c h a l l e n g i n g
F r e e d o m / I n d e p e n d e n c e / R e s p o n s i b i l i t y
V o i c e
F r i e n d s / S t u d e n t b o d y c l o s e / d i v e r s e
N o t h i n g o r N / A
D i s o r g a n i z e d / I n c o n s i s t e n t / P o o r
c o m m u n i c a t i o n
T o o s m a l l / r e s t r i c t i v e / n o n t r a d i t i o n a l
T h e f t / d i s t r u s t / c u b b i e s
T o o m u c h w o r k / h a r d
C l a s s / t e r m l e n g t h / p a c e
G r a d i n g s y s t e m / m a s t e r y
L i m i t e d E C A / c l a s s c h o i c e
F o o d / D r e s s C o d e
S n o t s e l e c t i v e / b u y i n g i n / Y 1 b e t t e r
M i s r e p r e s e n t s i t s e l f
S o m e T / S / C l a s s e s / A d v i s o r y
9
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S m a l l s c h o o l / O p e n e n v i r o n m e n t
S a f e / C o m f o r t a b l e
M a s t e r y ( 4 . 0 )
E a r l y C o l l e g e / F i n a n c i a l v a l u e / F u t u r e
T e a c h e r s h e l p f u l / c a r i n g / e n g a g e d
O p p o r t u n i t i e s / F i e l d T r i p s / E C A / L P s / t e c
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F r e e d o m / I n d e p e n d e n c e / R e s p o n s i b i l i t
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F r i e n d s / S t u d e n t b o d y c l o s e / d i v e r s e
N o t h i n g o r N / A
D i s o r g a n i z e d / i n c o n s i s t e n t / p o o r
c o m m u n i c a t i o n
T o o s m a l l / r e s t r i c t i v e / n o n t r a d i t i o n a l
T h e f t / d i s t r u s t / c u b b i e s
T o o m u c h w o r k / h a r d
C l a s s / t e r m l e n g t h / p a c e
G r a d i n g s y s t e m / m a s t e r y
L i m i t e d E C A / c l a s s c h o i c e
F o o d / D r e s s C o d e
S n o t s e l e c t i v e / b u y i n g i n / Y 1 b e t t e r
M i s r e p r e s e n t s i t s e l f
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9
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T e a c h e r s h e l p f u l / c a r i n g / e n g a g e d
O p p o r t u n i t i e s / F i e l d T r i p s / E C A / L P s / t e c h
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T o o s m a l l / r e s t r i c t i v e / n o n t r a d i t i o n a l
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O S U I n v o l v e m e n t / L P s
I n v o v l e d / M o t i v a t e d S
A c c e l e r a t e d / E C / M a s t e r y
C l a s s S i z e / L e n g t h / T y p e
S T E M / T e c h n o l o g y A c c e s s
O p p o r t u n i t i e s / F i e l d T r i p s
N e w / F l e x i b l e / E x c i t i n g / P r o f e s s i o n a l G r o w t h
F a m i l y / C l o s e / S m a l l / D i v e r s e
S a f e / O p e n / I n t e l l e c t u a l / V o i c e
M e t r o N o t M e e t i n g i t s M i s s i o n
T i m e / W o r k / P u l l e d t o o M a n y D i r e c t i o n s
L i m i t e d E C A / N o n t r a d i t i o n a l
F r a g m e n t e d / S e l f - S e g r e g a t e d
A d v i s o r y
M a s t e r y
D i s o r g a n i z e d / P o o r C o m m u n i c a t i o n
N o B u y i i n / N o C o l l a b o r a t i o n / N o t a l l T s c a r e
E v o l v i n g / G r o w i n g P a i n s
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1
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2
2
2
1
0
1
0
1
0
1
3
2
1
(
n
=
6
)
5
0
%
3
3
%
1
7
%
3
3
%
1
7
%
1
7
%
3
3
%
3
3
%
3
3
%
1
7
%
0
%
1
7
%
0
%
1
7
%
0
%
1
7
%
5
0
%
3
3
%
1
7
%
T
e
a
c
h
e
r
s

5
2
3
0
0
1
0
1
1
1
2
5
1
6
0
2
2
7
2
(
n
=
1
4
)
3
6
%
1
4
%
2
1
%
0
%
0
%
7
%
0
%
7
%
7
%
7
%
1
4
%
3
6
%
7
%
4
3
%
0
%
1
4
%
1
4
%
5
0
%
1
4
%
S
t
u
d
e
n
t
s
3
3
1
4
4
2
3
1
0
3
1
3
1
1
2
3
2
2
0
(
n
=
1
2
)
2
5
%
2
5
%
8
%
3
3
%
3
3
%
1
7
%
2
5
%
8
%
0
%
2
5
%
8
%
2
5
%
8
%
8
%
1
7
%
2
5
%
1
7
%
1
7
%
0
%
T
o
t
a
l
1
1
7
5
6
5
4
5
4
3
5
3
9
2
8
2
6
7
1
1
3
(
n
=
3
2
)
3
4
%
2
2
%
1
6
%
1
9
%
1
6
%
1
3
%
1
6
%
1
3
%
9
%
1
6
%
9
%
2
8
%
6
%
2
5
%
6
%
1
9
%
2
2
%
3
4
%
9
%
S
t
r
o
n
g
e
s
t

A
s
p
e
c
t
s
W
e
a
k
e
s
t

A
s
p
e
c
t
s
G
r
o
u
p
s
1
8
.
0

S
u
m
m
a
r
y

S
t
r
o
n
g
e
s
t

&

W
e
a
k
e
s
t

A
s
p
e
c
t
s

o
f

M
e
t
r
o

C
o
m
m
u
n
i
t
y

f
r
o
m

I
n
t
e
r
v
i
e
w
s
69
70

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