; and (ii) for other elementary and secondary schools in the State. (B) The information described in subsection (d)(2)(B)(ii) for the State. (C) The information described in subsection (d)(2)(B)(iii). (D) An evaluation of full-service community schools in the State, as compared to those schools before they became full-service community schools or as compared to similar schools in the State, including the following data disaggregated by subgroups of students, as defined in section 1111(c)(2): (i) An analysis of the progress on meeting the goals described in paragraph (3)(B). (ii) Student chronic absenteeism rates. (iii) Student discipline rates, including suspensions and expulsions. (iv) School climate information, which may come from student, parent, or teacher surveys. (v) School provision of integrated student supports and community services. (vi) Expanded and enriched learning time and opportunities. (vii) Family and community engagement efforts and impact. (viii) Information on the number, qualifications, and retention of school staff, including the number and percentage of fully certified teachers, disaggregated by race and ethnicity, and rates of teacher turnover. (ix) Graduation rates. (x) Changes in school spending information. (xi) Collaborative leadership and practice strategies, which may include— (I) building the capacity of educators, principals, other school leaders, and other staff to lead collaborative school improvement structures, such as professional learning communities; (II) regularly convening or engaging stakeholders and service providers participating in the full-service community schools model, such as— (aa) students, families, educators, principals, and other school leaders of identified eligible schools; (bb) service providers, including potential service providers, and system-level partners, such as government agencies, Indian Tribes, Tribal organizations, Native Hawaiian organizations, relevant labor organizations, and nonprofit and other community-based partners