Exhibit 3.2
The Impact of Family Income and Race/Ethnicity on Quality of Life
Base: All students
Family Income
Race/Ethnicity
Hard time
Just enough
buying
or no
Can buy
Non-
Total
things
problem
anything
minority
Minority
Base . . . . . . . . . . . . . . . . . . . . .3961
203 . . . . .3070 . . . .681
2992 . . . .493
%
%
%
%
%
%
Quality of Life Index
Low . . . . . . . . . . . . . . . . . .31
65 . . . . . .30 . . . . . .24
30 . . . . .33
Medium . . . . . . . . . . . . . . .49
31 . . . . . .51 . . . . . .46
49 . . . . .49
High . . . . . . . . . . . . . . . . . .20
4 . . . . . . .19 . . . . . .30
21 . . . . .18
Exhibit 3.3
The Impact of Confidence and Gender on Quality of Life
Base: All students
Confidence in Achieving Goals
Gender
Not very/not
Very
Somewhat
at all
Total
confident
confident
confident
Boys
Girls
Base . . . . . . . . . . . . . . . . . . . . .3961
2296 . . . . .1476 . . . .188
1454 . . .2507
%
%
%
%
%
%
Quality of Life Index
Low . . . . . . . . . . . . . . . . . .31
23 . . . . . .38 . . . . . .84
30 . . . . .32
Medium . . . . . . . . . . . . . . .49
51 . . . . . .50 . . . . . .14
51 . . . . .47
High . . . . . . . . . . . . . . . . . .20
26 . . . . . .12 . . . . . .3
19 . . . . .21
Activities
How do students characterize their daily activities such as playing sports, participat-
ing in after-school activities and reading books in their free time? What are parents'
and teachers' perspectives on these aspects of students' lives? Parents and teachers
consistently underestimate students' involvement in sports and after-school activities
(Exhibits 3.4-3.5). There are exceptions however. While nearly six in ten (56%) par-
ents report that their teen reads books in his/her free time, less than half of students
(46%) say that this describes them. But teachers think that only 30% of their students
read books in their free time (Exhibit 3.6). Finally, while most students (92%) and
parents (85%) say that students have a lot of interests, teachers think this statement
describes 58% of their students (Exhibit 3.7).
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