Webinar PowerPoint: Strong Support, Low Awareness: Public Perception of the Common Core State Standa

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.

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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.

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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.

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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.

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The National Landscape

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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

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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.)

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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.)

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Focusing on Public Education

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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

10% Behind All

Behind Total

2% Ahead Of All

Ahead

53%

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%

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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?

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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?

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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. ...Or...

It is better Same for all states to 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 Voters

64%

Among Teachers

64%

63%

34%

33%

31%

Same Own Tests Tests

Same Own Tests Tests

Same Own Tests Tests

May 2010

August 2011

August 2011 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.

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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% 33%

Same

Tests Among Voters

By PARCC States

Own

PARCC States (54%)

37%

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.

Same

Own

PARCC States (54%)

28%

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.

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A Closer Look At Common Core State Standards

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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% 60% Nothing

68% 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?

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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?

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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:

ü They are a good idea. ü They recognize school districts are working hard to implement them. ü 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.

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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:

ü Hope standards will be helpful in tracking student progress. ü Help states do a better job in educating their students. ü 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.

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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?

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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.

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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.

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The Bottom Line

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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.

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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/ PublicPerceptionCCSS Sandy Boyd (sboyd@achieve.org) Kate Blosveren (kblosveren@achieve.org)

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Appendix

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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.

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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.

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