Transcript Growing Awareness, Growing Support: Teacher and Voter Understanding of the Common Core State Standards & Assessments June 2012

Growing Awareness,
Growing Support: Teacher
and Voter Understanding of
the Common Core State
Standards & Assessments
June 2012
Methodology
On behalf of Achieve, Inc., Public Opinion Strategies and Greenberg
Quinlan Rosner Research are pleased to present the key findings from a
national survey of N=1,000 registered voters and N=500 K through 12 public
school teachers.
The survey was conducted May 6-10, 2012 and has a margin of error of
+3.1% among voters and +4.4% among teachers.
To help inform this survey, a series of eight focus groups (four among
parents and four among teachers) were conducted in November-December
2011 to explore perceptions of, and reactions to, information related to the
Common Core State Standards and assessments.
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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, 46 states and Washington DC have chosen to adopt the new
standards as their own. Implementation efforts are now underway in most of
these states.
45 states and Washington DC are working to develop common assessments
aligned to the CCSS, which will allow for better cross-state comparisons and will
measure whether students are on track to graduating ready for college and
careers.
As states are working to transform their education systems with new standards
and assessments – impacting curriculum, professional development, and, in
many cases, teacher evaluation systems – it’s critical that stakeholders,
including teachers and voters/parents, are increasingly aware of, understand,
and support the changes.
To support states, Achieve has been monitoring awareness and support for
CCSS implementation through nationally-commissioned polling.
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Key Findings from Growing Awareness, Growing
Support: Teacher and Public Understanding of the
Common Core State Standards & Assessments
Voters and teachers strongly support common standards and
assessments. Voter support remains strong regardless of age, education
level, race, ethnicity, or party affiliation.
There has been a significant increase in awareness of the Common Core
State Standards (CCSS) among teachers since August 2011, while
awareness of the CCSS continues to be very low among the voting public.
The more teachers know about the CCSS, the more positive impression
they have of the standards. Similarly, voters who are aware of the CCSS
hold a favorable view of the standards.
A majority of both voters and teachers support new CCSS assessments,
and support holds when more information on the assessments is
provided.
However, there are mixed reactions to some specific likely components of
the new assessments, although voters and teachers are fairly consistent
in their views on the highest and lowest rated assessment components.
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Common Core
State Standards
Common Core State Standards
Since last summer, there has been virtually no change in voters saying
they have heard about the Common Core State Standards.
However, teachers report a much greater level of awareness.
Thinking about the last six months, how much have you seen, read or heard about these
Common Core State Standards?
Among Voters
60%
Nothing
At All
A Lot/ Not Much
Some /Nothing
Among Teachers
60%
Nothing
At All
A Lot/ Not Much
Some /Nothing
65%
A Lot
46%
A Lot
A Lot/ Not Much
Some /Nothing
A Lot/
Some
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Common Core State Standards
Based on what they have seen, read or heard about the CCSS,
teachers report a more favorable impression of the standards
compared to last summer.
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?
Among Those Who Have Seen/Read/Heard about CCSS
Voters
Fav
No
Unfav Impact
11%
Very
Fav
Teachers
No
Unfav Impact
24%
Very
Fav
No
Unfav Impact
Fav
Unfav
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Common Core State Standards
Respondents were then provided with the following information
about the Common Core State Standards and asked if they
would favor or oppose their implementation:
Now, just so everyone taking this survey has the same
information, let me tell you some more about these Common
Core State Standards.
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?
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Common Core State Standards
Just a brief description of the CCSS produces solid
support for the standards.
Knowing this, do you favor or oppose implementing these new Common Core State Standards?
Among Voters
47%
Strongly
45%
Strongly
43%
Strongly
Fav
Among Teachers
Unfav
Fav
33%
Strongly
Unfav
Fav
Unfav
Fav
Unfav
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Common Core State Standards
Among voters, there is broad and deep
support across the major sub-groups.
Knowing this, do you favor or oppose implementing
these new Common Core State Standards?
Among Voters
45%
Strongly
Favor
Oppose
Strongly
Favor
Total
Favor
Male
46%
74%
Female
44%
79%
18-44
44%
78%
45+
45%
75%
White
43%
76%
African American
45%
81%
Less Than College
46%
77%
College +
44%
76%
Republican
44%
75%
Independent
46%
75%
Democrat
45%
82%
Parents
46%
76%
Non-Parents
45%
77%
Urban
49%
76%
Suburb
47%
78%
Rural
36%
70%
Voter Sub-Groups
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Common Core State Standards
The more teachers report having seen, read or heard about
the Common Core State Standards, the more support and
enthusiasm they express for implementing them.
Favor/Oppose Implementing CCSS Among Teachers
After hearing a
brief description
of the CCSS
39%
Strong
33%
Strong
Favor
By Seen, Read or Heard of CCSS
Oppose
Favor
19%
Strong
25%
Strong
Oppose
Favor
Oppose
Favor
18%
Strong
Oppose
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Common Core State
Standards
Assessments
(CCSS Assessments)
Common Core State Standards Assessments
Respondents were provided with the following information about the
development of new Common Core State Standards assessments and
asked if they would favor or oppose their implementation:
As the Common Core State Standards are being developed, new
tests that will reflect the new standards are also being developed.
These new tests are being designed to help determine what
students know and can do, and whether they are on track to
graduate from high school ready for college and career. Over time,
these new tests would replace the current end of the year state
tests being given here in (INSERT STATE).
Knowing this, do you favor or oppose implementing
these new tests?
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Common Core State Standards Assessments
The brief description of new CCSS assessments results
in majority support from voters and teachers.
Knowing this, do you favor or oppose implementing these new tests?
Among Voters
Among Teachers
Standards
Favor 77%
Oppose 15%
40%
Strongly
Favor
Standards
Favor 72%
Oppose 20%
25%
Strongly
Oppose
Favor
15%
Strongly
Oppose
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Common Core State Standards Assessments
Among voters, there is solid
support for the assessments
across all the major sub-groups.
Favor/Oppose Implementing CCSS
Assessments Among Voters
40%
Strongly
Favor
Oppose
Strongly
Favor
Total
Favor
Male
41%
75%
Female
39%
73%
18-44
36%
74%
45+
43%
73%
White
38%
75%
African American
Less Than College
43%
43%
68%
75%
College +
36%
72%
Republican
43%
80%
Independent
38%
69%
Democrat
Parents
42%
40%
76%
75%
Non-Parents
40%
74%
Urban
41%
74%
Suburb
41%
77%
Rural
34%
70%
Voter Sub-Groups
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Common Core State Standards Assessments
Again, the more teachers are aware of the Common Core
State Standards, the more likely they are to support new
CCSS assessments.
Favor/Oppose Implementing CCSS Assessments Among Teachers
After hearing a
brief description
of the CCSS
assessments
25%
Strong
Favor
By Seen, Read or Heard of CCSS
31%
Strong
15%
Strong
Oppose
Favor
14%
Strong
Oppose
14%
Strong
Favor
16%
Strong
Oppose
23%
9%
Strong
Strong
Favor Oppose
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Common Core State Standards Assessments
Reactions To Elements of The CCSS Assessments
Respondents were read 14 different components of the CCSS assessments
(as contemplated by the states in the PARCC consortia) and asked to rate
each of them on a scale from zero to ten, where zero means it would be a
very bad idea and ten means it would be a
very good idea.
The components were read in logical order, so participants were guided
step-by-step through the various elements of the assessments.
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5
4
3
7
8
2
9
1
10
0
“I would like to get your reaction to the various
components and features of the new tests. Please rate
each of the following using a scale from zero to ten,
where zero means you think this would be a very bad
idea and ten means you think this would be a very
good idea. Of course, you can choose any number
from zero to ten.”
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Common Core State Standards Assessments
Teachers offer lower scores across the board. However, voters and
teachers agree on most of the components they score highest and lowest.
Among Voters
The Components
Among Teachers
Mean
The Components
Mean
Results will be available within 1-2 weeks
8.3
Results will be available within 1-2 weeks
8.2
1st optional test will be diagnostic
8.3
Developed with education/test experts and teachers
7.6
2nd optional test will require work to be shown
8.0
1st optional test will be diagnostic
7.5
Tests would be the same across states
7.9
Tests would be the same across states
7.2
1 required test multiple choice & open-ended
7.9
Used for placement into entry-level college classes
7.1
1 required test would emphasize performance
7.8
2nd optional test will require work to be shown
7.1
Developed with education/test experts and teachers
7.7
Measure progress in CCSS in English and Math
7.0
Used for placement into entry-level college classes
7.6
1 required test multiple choice & open-ended
6.9
2 required tests will be given at the end of the year
7.6
2 required tests would replace current tests
6.7
2 required tests would replace current tests
7.5
1 required test would emphasize performance
6.5
Measure progress in CCSS in English and Math
7.4
2 required tests will be given at the end of the year
6.4
2 required tests will be for accountability purposes
6.9
Test will be given throughout the year
5.7
Test will be given throughout the year
6.5
Students will take all the tests on the computer
5.2
Students will take all the tests on the computer
6.4
2 required tests will be for accountability purposes
3.7
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Common Core State Standards Assessments
Overall, voters are more supportive of the various elements of the CCSS
assessments than teachers. The majority of voters rate 10 or more of the
14 elements as a “good idea” compared to just one-third of teachers.
Number of Elements of CCSS
Assessments Rated 8 or better (1-10 scale)
Among Voters
Among Teachers
10-14 of 14
(Supporters)
53%
34%
5-9 of 14
(“Swing Voters”)
27%
30%
10-14 of 14
(Opponents)
21%
36%
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Common Core State Standards Assessments
After hearing more about the CCSS assessments, voters offer an even
more favorable impression of the tests and teachers hold steady with
their opinions.
Among Voters
Among Teachers
47%
Strongly
40%
Strongly
25%
Strongly
Favor
Oppose
Favor
Oppose
Favor
15%
Strongly
Oppose
22%
Strongly
Favor
16%
Strongly
Oppose
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The Bottom Line
The Bottom Line
As schools begin implementing Common Core State Standards and new
assessments, there is majority support from voters and teachers alike.
Importantly, the more teachers know about the CCSS, the more likely they
are to support implementing the standards and the new assessments.
Teacher knowledge has grown significantly over the last six months.
It is possible that as states and districts move from the CCSS being an
idea to reality with implementation, overall support may slip. But how
much it slips may be dependent on how strong the implementation plan is
– and how well that plan is communicated.
Ongoing and sustained communications is key to maintaining and
building lasting support for both teachers and voters.
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Bottom Line
It is critical to sustain or ramp up efforts to educate teachers—including
what the implementation plan is and what teachers can expect. Focus
groups with teachers reinforce the importance of good professional
development, aligned materials, and their desire to collaborate with
colleagues.
Voters also need to become increasingly aware of the CCSS and what it
means for students and parents. What will be different? How will the
expectations change? What kind of support will be available? Voters, like
teachers, also need to understand how these changes fit into the broader
reform agenda, why it’s important, and the value of the new standards to
our education system and economy.
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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/