Transcript Slide 1

Strong Support, Low Awareness
Public Perception of the
Common Core State Standards
October 2011
Methodology
On behalf of Achieve Inc., Public Opinion
Strategies conducted a national survey of N=800
registered voters and N=160 K through 12 public
school teachers between August 14-16, 2011. The
poll has a margin of error of +3.46% among voters
and +7.75% among teachers.
2
The Background
In June 2010, the Common Core State Standards (CCSS) – K-12
standards in mathematics and English language arts/literacy developed
through a multi-state initiative – were released.
Since then, 45 states and Washington DC have chosen to adopt the new
standards as their own. Implementation efforts are now underway in
most of these states.
Despite the widespread adoption of the standards – which will directly
impact the over 42 million students in K-12 public schools across 45
states and the 2.7 million educators teaching in those schools – it has
been unclear what, if anything, the public knows and thinks about the
CCSS and related reforms.
To find out, Achieve commissioned a national survey of registered
voters and educators to explore their awareness and opinion of the
new CCSS and aligned common assessments.
3
Key Findings from Strong Support, Low
Awareness: Public Perception of the Common
Core State Standards
Generally, public education is considered to be a very or
extremely important issue to voters across the board. Only
about one in ten voters – and educators – believe public
education is working pretty well right now.
There is strong support among voters and teachers for
common standards. The support is strong regardless of age,
education level, race, ethnicity or party affiliation.
The Common Core State Standards are in the early stages of
implementation and awareness among the general public is
very low. Awareness among teachers is significantly higher.
Among voters who are aware of the Common Core State
Standards, there is a mixed impression, with essentially the
same percentage having a favorable and unfavorable view.
Among teachers who are aware of the Common Core, there is
generally a more favorable view.
4
Key Findings from Strong Support, Low
Awareness: Public Perception of the Common
Core State Standards
There is support for common assessments among states, but also
disagreement as to how the results of assessments should be
used. The general public strongly supports using the results for a
full range of accountability purposes, while teachers are more
skeptical of using test results for such purposes.
The challenge ahead for supporters is to maintain the public’s –
and educators’ – enthusiasm for these initiatives as the CCSS and
related policies move from the idea/policy phase to actual
implementation.
Support at current levels will be difficult to maintain going forward
without increased public awareness about the CCSS and related
policies and a clear understanding of the goals and benefits.
5
The National
Landscape
6
The National Landscape
Voters and teachers are split over who will be the
world’s leading nation in 20 years.
5/98*
---Adults/Voters----12/09*
8/11
World Leader in 20 Years
Teachers
China
United States
No Country Will Lead
Japan
India
European Union
Russia
Today the United States is generally considered to be the world's leading nation. Twenty years from now, which country do you think will be the leader?
*Data taken from national NBC/Wall Street Journal surveys conducted among adults in 5/98 and 12/09
7
The National Landscape
Improving the quality of public education ranks close to the top of
the list of issues voters want Congress to address. For teachers,
this is the number one priority.
Among Voters
Among Teachers
Extremely
Important
Ext/Very
Important
Top Issue
Ext/Very
Important
Extremely
Important
47%
91%
Job creation and economic growth.
91%
46%
41%
80%
Reducing the federal budget deficit and
government spending.
81%
45%
37%
78%
Improving the quality of public education.
79%
48%
30%
65%
Securing our borders and addressing the
issue of immigration.
66%
28%
26%
66%
Combating terrorism at home and
overseas.
71%
31%
21%
60%
Investing in alternative energy sources.
51%
20%
16%
44%
Reducing taxes.
42%
15%
Now, please tell me how important each of the following issues are for Congress to address. (Extremely, very, somewhat, not very, not at all.)
8
The National Landscape
Priorities vary across the political spectrum.
Among GOP
(26%)
% Extremely
Important
Among IND
(43%)
% Extremely
Important
Among DEM
(29%)
% Extremely
Important
Reducing the federal
budget deficit and
government spending
Job creation and
economic growth
Job creation and
economic growth
Job creation and
economic growth
Reducing the federal
budget deficit and
government spending
Improving the quality
of public education
Securing our borders
and addressing the
issue of immigration
Improving the quality
of public education
Investing in alternative
energy sources
Combating terrorism at
home in the United
States and overseas
Securing our borders
and addressing the
issue of immigration
Reducing the federal
budget deficit and
government spending
Improving the quality
of public education
Combating terrorism at
home in the United
States and overseas
Combating terrorism at
home in the United
States and overseas
Now, please tell me how important each of the following issues are for Congress to address. (Extremely, very, somewhat, not very, not at all.)
9
Focusing on
Public Education
10
Focusing on Public Education
A majority of voters and teachers agree that the quality of
education in the United States is behind most or behind all of
China, the European Union, Japan, India and Russia.
Among Voters
Among Teachers
58%
45%
39%
4%
Ahead
Of All
Ahead
53%
10%
Behind
All
Behind
Total
2%
Ahead
Of All
Ahead
7%
Behind
All
Behind
Total
And, thinking again about public education – when it comes to the quality of
elementary and secondary education, where do you think the United States
ranks, compared to the list of countries we just discussed – that is, China,
the European Union, Japan, India and Russia. Do you think the United
States ranks ahead of all, ahead of most, behind most, or behind all?
Voter Sub-Groups
Ahead
Behind
Male
42%
55%
Female
36%
62%
18-44
42%
56%
45+
36%
61%
White
39%
58%
African American
39%
57%
Less Than College
37%
59%
College+
40%
57%
Republican
37%
61%
Independent
39%
57%
Democrat
41%
57%
Parents
45%
53%
Non-Parents
35%
62%
CCSS States
37%
59%
Non-CCSS States
46%
53%
PARCC States
39%
58%
Non-PARCC States
38%
59%
11
Focusing on Public Education
However, while the majority of voters say K-12 education in our country
needs major changes or a complete overhaul, teachers are less likely to
say major change is needed.
Among Voters
Among Teachers
Working
pretty well
now
Working
pretty well
now
Some changes
needed, but
basically
should be kept
the same
Some changes
needed, but
basically
should be kept
the same
Major
changes
are needed
Major
changes
are needed
A complete
overhaul is
needed
A complete
overhaul is
needed
Now, thinking some more about just one of these issues, that is public education… I'd like to know how well you think our public schools are working. When it
comes to public education in grades K through twelve in our country, do you think our public schools work pretty well as they are now; some changes are
needed, but basically they should be kept the same; major changes are needed; or, a complete overhaul is needed?
12
Focusing on Public Education
Voters in states that have adopted the Common Core State Standards
are more likely to say change is needed. Whether in a PARCC state or
not, voters lean towards major change.
41%
7%
Working
Well
Kept
Same
By CCSS States
By PARCC States
58%
56%
22%
Complete
Overhaul
Changes
Needed
CCSS States
(87%)
55%
43%
43%
17%
11%
Working Complete
Well Overhaul
22%
Complete
7%
Working Overhaul
Well
Kept Changes
Same Needed
Kept Changes
Same Needed
Non-CCSS States
(13%)
PARCC States
(54%)
56%
43%
20%
8%
Complete
Working Overhaul
Well
Kept
Same
Changes
Needed
Non-PARCC States
(46%)
Now, thinking some more about just one of these issues, that is public education… I'd like to know how well you think our public schools are working. When it
comes to public education in grades K through twelve in our country, do you think our public schools work pretty well as they are now; some changes are
needed, but basically they should be kept the same; major changes are needed; or, a complete overhaul is needed?
13
Focusing on Public Education
When it comes to attitudes towards education standards, voters
and teachers have a shared outlook.
Currently, each state
establishes its own education
STANDARDS in subjects such
as mathematics, reading, and
English language skills.
It is better for all states to have
the SAME STANDARDS at each
grade level in math and English
so students across the country
have to meet the same
expectations.
...Or...
Same
It is better
for all states to have
Standrds
their OWN STANDARDS at each
grade level in math and English
so each state can be sure that
the standards reflect their own
priorities.
States’ Standards
Among
Voters
Among
Teachers
66%
62%
35%
65%
31%
35%
Same Own
Stand- Standards ards
Same Own
Stand- Standards ards
Same Own
Stand- Standards ards
May
2010
August
2011
August
2011
14
Focusing on Public Education
There are similar reactions when asked about tests.
States’ Tests
Currently, each state
establishes its own education
TESTS in subjects such as
mathematics, reading, and
English language skills.
It is better for all states to
have the SAME TESTS at
each grade level in math and
English so students across
the country have to meet the
same expectations.
Among
Voters
64%
64%
63%
34%
33%
31%
Same Own
Tests Tests
Same Own
Tests Tests
Same Own
Tests Tests
May
2010
August
2011
August
2011
...Or...
Same for all states to
It is better
Standrds
have
their OWN TESTS at
each grade level in math and
English so each state can be
sure that the standards
reflect their own priorities.
Among
Teachers
15
Focusing on Public Education
There is majority support across party lines for states to have the
same standards and tests.
Standards Among Voters By Party
70%
69%
Tests Among Voters By Party
71%
65%
58%
56%
43%
39%
27%
29%
30%
27%
Same Own
Same Own
Same Own
Same Own
Same Own
Same Own
GOP
(23%)
IND
(44%)
DEM
(30%)
GOP
(28%)
IND
(42%)
DEM
(28%)
Currently, each state establishes its own education standards in subjects such as mathematics,
reading, and English language skills. I am going to read you two statements, and please tell me
which comes closer to your point of view on this.
It is better for all states to have the SAME STANDARDS at each grade level in math and English
so students across the country have to meet the same expectations. ...Or...
It is better for all states to have their OWN STANDARDS at each grade level in math and English
so each state can be sure that the standards reflect their own priorities.
Currently, each state establishes its own education tests in subjects such as mathematics,
reading, and English language skills. I am going to read you two statements, and please tell me
which comes closer to your point of view on this.
It is better for all states to have the SAME TESTS at each grade level in math and English so
test scores can be compared across states. ...Or...
It is better for all states to have their OWN TESTS at each grade level in math and English so
each state can be sure the tests reflect their own priorities.
16
Focusing on Public Education
There is majority support for states to have the same standards and
tests whether voters live in PARCC states or not.
Standards Among Voters
By PARCC States
69%
64%
68%
60%
37%
33%
Same
Tests Among Voters
By PARCC States
Own
PARCC States
(54%)
28%
Same
Own
Non-PARCC States
(46%)
Currently, each state establishes its own education standards in subjects such as mathematics,
reading, and English language skills. I am going to read you two statements, and please tell me
which comes closer to your point of view on this.
It is better for all states to have the SAME STANDARDS at each grade level in math and English
so students across the country have to meet the same expectations. ...Or...
It is better for all states to have their OWN STANDARDS at each grade level in math and English
so each state can be sure that the standards reflect their own priorities.
28%
Same
Own
PARCC States
(54%)
Same
Own
Non-PARCC States
(46%)
Currently, each state establishes its own education tests in subjects such as mathematics,
reading, and English language skills. I am going to read you two statements, and please tell me
which comes closer to your point of view on this.
It is better for all states to have the SAME TESTS at each grade level in math and English so
test scores can be compared across states. ...Or...
It is better for all states to have their OWN TESTS at each grade level in math and English so
each state can be sure the tests reflect their own priorities.
17
A Closer Look At Common
Core State Standards
18
A Closer Look At Common Core State Standards
Few voters have seen, read or heard about the Common Core
State Standards, but teachers are much more knowledgeable.
Seen/Read/Heard About Common Core State Standards
81%
68%
60%
Nothing
46%
A Lot
30%
19%
Not Much/
Nothing
A Lot/Some
Voters
A Lot/Some
13%
Nothing
Not Much/
Nothing
Teachers
Over the last few years a new set of educational standards for English and math for students in grades K through twelve has been developed.
They are called Common Core State Standards and they have been adopted by forty-four states across the country. Thinking about the last six
months, how much have you seen, read or heard about these Common Core State Standards, a lot, some, not much, or nothing at all?
19
A Closer Look At Common Core State Standards
Voters who say they have seen, read or heard at least something about the
Common Core in the last six months are evenly split in their attitudes
toward the standards. The majority of teachers have a favorable opinion.
The Common Core State Standards: Image
Among Those Who Have Seen/Read/Heard about CCSS
(N=318 Voters; N=136 Teachers)
59%
37%
Favorable
34%
30%
No Opinion/
No Impact/
Unfavorable DK/Not Sure
Voters
26%
15%
Favorable
No Opinion/
No Impact/
Unfavorable DK/Not Sure
Teachers
And, has what you have seen, read or heard recently about the Common Core State Standards given you a favorable or unfavorable impression of the standards?
20
A Closer Look At Common Core State Standards
Verbatim comments from voters in CCSS states who have seen/read/heard about CCSS.
Voters who are favorable toward the standards say:
 They are a good idea.
 They recognize school districts are working hard to implement

them.
They like the idea of teaching at a higher level and having higher
expectations for students.
Voters who are unfavorable toward the standards say:
×
×
×
×
×
They expect too much.
Some students will not be able to meet the standards.
Being used for students who are too young.
Too much teaching “from the book.”
One set of standards cannot fit every student across the country.
21
A Closer Look At Common Core State Standards
Verbatim comments from teachers in CCSS states who have seen/read/heard about CCSS.
Teachers are mostly positive:
 Hope standards will be helpful in tracking student progress.
 Help states do a better job in educating their students.
 Recognize change is difficult at first, but in the long run,
standards will be good for their school/state.
Yet, there are still some concerns:
× Too much “teaching to the test.”
× Don’t allow for individual learning styles.
× Some students will not be able to meet the standards.
× Difficult to keep all students at same level.
× Difficult to maintain standards across community/state lines.
22
A Closer Look At Common Core State Standards
and New Assessments
Respondents were provided with the following
information about the Common Core State
Standards and asked if they would favor or
oppose their implementation:
These new standards have been set to
internationally competitive levels in English and
math. This means that students may be more
challenged by the material they study, and the tests
they take will measure more advanced concepts and
require students to show their work.
Knowing this, do you favor or oppose implementing
these new Common Core State Standards?
23
A Closer Look At Common Core State Standards
and New Assessments
Upon hearing the brief description
there is strong support across the
board for the Common Core.
Among Voters
Among Teachers
80%
79%
47%
Strongly
43%
Strongly
15%
13%
Favor
Oppose
Total
Favor
Oppose
Total
Knowing this, do you favor or oppose implementing these new
Common Core State Standards?
Voter Sub-Groups
Strongly Favor
Male
45%
Female
42%
18-44
43%
45+
44%
White
42%
African American
46%
Less Than College
43%
College +
44%
Republican
43%
Independent
39%
Democrat
51%
Parents
46%
Non-Parents
42%
CCSS States
44%
Non-CCSS States
39%
PARCC States
45%
Non-PARCC States
41%
24
A Closer Look At Common Core State Standards
and Potential Purposes of New Assessments: Voters
Voters find many potential purposes of tests to be totally acceptable.
Potential Purpose Of Test
Among Voters
Totally Acceptable
Totally/Mostly
Acceptable
Identify students who need extra support because they
are falling behind.
63%
94%
Identify students who are excelling and need additional
learning opportunities because they are ahead.
52%
92%
Evaluate what students are learning in class.
52%
92%
Provide teachers and principals with data about student
performance throughout the school year to determine if
teaching practices should be adjusted.
51%
93%
Determine whether students are on-track every year to
being prepared for college and careers by the end of high
school.
50%
90%
Identify professional development or training needs for
teachers.
49%
88%
Determine whether students are prepared for college and
careers by the end of high school.
46%
88%
Determine whether students are eligible to move on to
the next grade level.
46%
85%
25
A Closer Look At Common Core State Standards
and Potential Purposes of New Assessments: Voters
Voters are slightly less supportive, but still highly tolerant of the
tests being used to determine grades, honors and whether students
should graduate, as well as using tests to hold teachers, schools
and districts accountable.
Potential Purpose Of Test
Among Voters
Totally Acceptable
Totally/Mostly
Acceptable
Determine whether students should graduate from
high school.
42%
79%
Determine students’ eligibility for a high school
honors diploma.
41%
84%
Determine students’ grades in a high school math or
English course.
41%
78%
Hold schools and districts accountable for student
performance.
38%
81%
Hold teachers accountable for student performance.
37%
75%
Determine placement into college courses and
eligibility for scholarships or financial aid at colleges
and universities.
36%
80%
Meet federal education requirements such as those in
the No Child Left Behind Act.
27%
72%
26
A Closer Look At Common Core State Standards
and Potential Purposes of New Assessments: Teachers
Teachers have more reservations about how
assessments should be used.
Potential Purpose Of Test
Among Teachers
Totally Acceptable
Totally/Mostly
Acceptable
Identify students who need extra support because they are
falling behind.
47%
86%
Provide teachers and principals with data about student
performance throughout the school year to determine if
teaching practices should be adjusted.
47%
83%
Identify students who are excelling and need additional
learning opportunities because they are ahead.
44%
94%
Identify professional development or training needs for
teachers.
39%
78%
Determine whether students are prepared for college and
careers by the end of high school.
34%
77%
Determine whether students are on-track every year to
being prepared for college and careers by the end of high
school.
33%
89%
Evaluate what students are learning in class.
33%
80%
Determine students’ eligibility for a high school honors
diploma.
32%
73%
27
A Closer Look At Common Core State Standards
and Potential Purposes of New Assessments: Teachers
Teachers are less accepting of using tests for
purposes of accountability.
Potential Purpose Of Test
Among Teachers
Totally Acceptable
Totally/Mostly
Acceptable
Determine placement into college courses and eligibility for
scholarships or financial aid at colleges and universities.
25%
76%
Determine whether students are eligible to move on to the
next grade level.
23%
70%
Determine students’ grades in a high school math or English
course.
21%
68%
Determine whether students should graduate from high
school.
17%
69%
Hold schools and districts accountable for
student performance.
13%
51%
Meet federal education requirements such as those in No
Child Left Behind.
12%
50%
6%
39%
Hold teachers accountable for student performance.
28
A Closer Look At Common Core State Standards
and Potential Purposes of New Assessments
Holding schools, districts and teachers accountable and meeting federal
requirements are the areas where there are significant differences of
opinion between voters and teachers.
Holding schools
and districts
accountable.
Hold teachers
accountable.
Meet federal
requirements
such as NCLB.
Among Voters
Among Teachers
Totally/Mostly
Totally/Mostly
Acceptable
Unacc
18%
Acceptable
Unacc
25%
Acceptable
Unacceptable
75%
23%
Acceptable
Unacc
81%
Acceptable
Unacceptable
72%
Acceptable
Unacceptable
51%
49%
39%
57%
50%
47%
Thinking some more about these new Common Core State Standards….as they are being adopted and implemented, states are working together to
create better tests that will help determine whether a student is on track. These tests are being designed to meet many goals. For each of the
following, please tell me if you find this a totally acceptable, mostly acceptable, most unacceptable or totally unacceptable goal of these new tests.
29
The Bottom Line
30
The Bottom Line
Strong Support, Low Awareness: Public Perception of the Common
Core State Standards finds solid support among voters and teachers
for the Common Core State Standards.
Yet, while there is broad support for the CCSS and aligned policies
now, this may change as implementation makes the idea/policy “real”
and voters become aware of changes that must occur in schools to
meet the raised expectation.
To maintain support, state leaders and advocates must redouble their
efforts to increase awareness and understanding of the education
reforms they have adopted, prepare the public for changes ahead, and
communicate clearly the goals and benefits of the reform to
individuals, communities and their state.
31
Achieve is a bipartisan, non-profit organization that
helps states raise academic standards, improve
assessments, and strengthen accountability to prepare
all young people for college, careers and life.
For more information, see
www.achieve.org/PublicPerceptionCCSS
Sandy Boyd ([email protected])
Kate Blosveren ([email protected])
32
Appendix
33
Appendix – Common Core State Standards
(CCSS)
Term
States
States That Have Fully
Adopted Common Core
State Standards
Alabama, Arizona, Arkansas, California, Colorado,
Connecticut, Delaware, District of Columbia, Florida,
Georgia, Idaho, Illinois, Indiana, Iowa, Kansas,
Kentucky, Louisiana, Maryland, Massachusetts, Maine,
Michigan, Missouri, Mississippi, Montana, Nevada, New
Hampshire, New Jersey, New Mexico, New York, North
Carolina, North Dakota, Ohio, Oklahoma, Oregon,
Pennsylvania, Rhode Island, South Carolina, South
Dakota, Tennessee, Utah, Vermont, West Virginia,
Washington, Wisconsin, Wyoming.*
States That Have Not
Adopted/Fully Adopted
Common Core
State Standards
Minnesota, Montana, Nebraska, Texas, Virginia.*
*Did not poll in Hawaii and Alaska.
34
Appendix – Partnership for Assessment of
Readiness for College and Careers (PARCC)
Term
PARCC States
Non-PARCC States
States
Alabama, Arizona, Arkansas, Colorado, Delaware,
District of Columbia, Florida, Georgia, Illinois, Indiana,
Kentucky, Louisiana, Maryland, Massachusetts,
Mississippi, New Jersey, New Mexico, New York, North
Dakota, Ohio, Oklahoma, Pennsylvania, Rhode Island,
South Carolina and Tennessee*
California, Connecticut, Idaho, Iowa, Kansas, Maine,
Michigan, Minnesota, Missouri, Montana, Nebraska,
Nevada, New Hampshire, North Carolina, Oregon,
South Dakota, Texas, Utah, Vermont, Virginia,
Washington, West Virginia, Wisconsin, Wyoming*
*Did not poll in Hawaii and Alaska.
35