Strong Support, Low Awareness Public Perception of the Common Core State Standards
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Transcript of Strong Support, Low Awareness Public Perception of the Common Core State Standards
Strong Support, Low AwarenessPublic Perception of the
Common Core State Standards
October 2011
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.
Methodology
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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.
The Background
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.
Key Findings from Strong Support, Low Awareness: Public Perception of the Common Core State Standards
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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.
Key Findings from Strong Support, Low Awareness: Public Perception of the Common Core State Standards
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The National Landscape
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Voters and teachers are split over who will be the world’s leading nation in 20 years.
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
5/98*China
United States
No Country Will Lead
Japan
India
European Union
Russia
12/09* 8/11 Teachers
The National Landscape
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---Adults/Voters----- World Leader in 20 Years
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.
Extremely
Important
Ext/Very Importan
tTop Issue
Ext/Very Importan
t
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%
Among Voters Among Teachers
The National Landscape
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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Priorities vary across the political spectrum.Among GOP
(26%)Among IND
(43%)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
Among DEM (29%)% Extremely
Important
The National Landscape
Now, please tell me how important each of the following issues are for Congress to address. (Extremely, very, somewhat, not very, not at all.)
% Extremely Important
% Extremely Important
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Focusing on Public Education
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Focusing on Public Education
Voter Sub-Groups Ahead BehindMale 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%
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?
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.
Total Total
39% 45%58% 53%
Ahead Behind
Among Voters
Ahead Behind
Among Teachers
10%Behind
All4%
AheadOf All
7%Behind
All2%
AheadOf All
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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.
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?
Working pretty well
now
Some changes needed, but
basically should be kept
the same
Major changes
are needed
A complete overhaul is
needed
Working pretty well
now
Some changes needed, but
basically should be kept
the same
Major changes
are needed
A complete overhaul is
needed
Among Voters Among Teachers
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CCSS States(87%)
Non-CCSS States(13%)
PARCC States(54%)
Non-PARCC States(46%)
41%55%
43% 43%58%
43%56% 56%
Kept Same
7% Working
Well
Changes Needed
22% Complete Overhaul
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.
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?
By CCSS States
Focusing on Public Education
By PARCC States
Kept Same
Changes Needed
Kept Same
Changes Needed
Kept Same
Changes Needed
11% Working
Well
17% Complete Overhaul
7% Working
Well
22% Complete Overhaul
20% Complete Overhaul
8% Working
Well
May2010
August2011
August2011
62% 66% 65%
35% 31% 35%Same
Standrds
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... 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.
States’ Standards
Focusing on Public Education
SameStand-ards
OwnStand-ards
SameStand-ards
OwnStand-ards
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AmongVoters
Among Teachers
SameStand-ards
OwnStand-ards
SameStandrds
There are similar reactions when asked about 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 for all states to 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.
Focusing on Public Education
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May2010
August2011
August2011
64% 63% 64%
34% 33% 31%
States’ Tests
SameTests
OwnTests
SameTests
OwnTests
AmongVoters
Among Teachers
SameTests
OwnTests
GOP(23%)
IND(44%)
DEM(30%)
GOP(28%)
IND(42%)
DEM(28%)
56%69% 70% 65% 58%
71%
43%27% 29% 30%
39%27%
Focusing on Public Education
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Same Own Same Same OwnSame OwnSame Same OwnOwn Own
There is majority support across party lines for states to have the same standards and tests.
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.
Standards Among Voters By Party Tests Among Voters By Party
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.
PARCC States(54%)
Non-PARCC States(46%)
PARCC States(54%)
Non-PARCC States(46%)
64% 69%60% 68%
33% 28%37%
28%
Focusing on Public Education
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Same Own Same OwnSame Same OwnOwn
There is majority support for states to have the same standards and tests whether voters live in PARCC states or not.
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.
Standards Among Voters By PARCC States
Tests Among Voters By PARCC States
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.
A Closer Look At Common Core State Standards
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Voters Teachers
19%
68%81%
30%
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.
A Lot/SomeNot Much/Nothing
60%Nothing
46% A Lot
13% Nothing
A Lot/SomeNot Much/Nothing
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?
Seen/Read/Heard About Common Core State Standards
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Voters Teachers
37%
59%
34%15%
30% 26%
A Closer Look At Common Core State Standards
Favorable
No Opinion/No Impact/
DK/Not SureUnfavorable Favorable
No Opinion/No Impact/
DK/Not SureUnfavorable
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.
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?
The Common Core State Standards: Image Among Those Who Have Seen/Read/Heard about CCSS
(N=318 Voters; N=136 Teachers)
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A Closer Look At Common Core State Standards
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.
Verbatim comments from voters in CCSS states who have seen/read/heard about CCSS.
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A Closer Look At Common Core State Standards
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.
Verbatim comments from teachers in CCSS states who have seen/read/heard about CCSS.
A Closer Look At Common Core State Standardsand 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 Standardsand New Assessments
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%
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Total Total
79% 80%
13% 15%
Upon hearing the brief description there is strong support across the
board for the Common Core.
Favor
43% Strongly
47% Strongly
Oppose OpposeFavor
Knowing this, do you favor or oppose implementing these new Common Core State Standards?
Among Voters Among Teachers
A Closer Look At Common Core State Standardsand Potential Purposes of New Assessments: Voters
Potential Purpose Of TestAmong 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%
Voters find many potential purposes of tests to be totally acceptable.
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A Closer Look At Common Core State Standardsand 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.
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Potential Purpose Of TestAmong 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%
A Closer Look At Common Core State Standardsand Potential Purposes of New Assessments: Teachers
Teachers have more reservations about how assessments should be used.
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Potential Purpose Of TestAmong 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%
A Closer Look At Common Core State Standardsand Potential Purposes of New Assessments: Teachers
Teachers are less accepting of using tests for purposes of accountability.
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Potential Purpose Of TestAmong 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%
Hold teachers accountable for student performance. 6% 39%
A Closer Look At Common Core State Standardsand 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.
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81%18
%
Totally/Mostly
Among Voters Among Teachers
72%25
%
75%23
%
51%49%
50%47
%
39% 57
%
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.
Holding schools and districts accountable.
Meet federal requirements
such as NCLB.
Hold teachers accountable.
Acceptable
Unacceptable
Acceptable
Unacceptable
Acceptable
Unacceptable
Totally/MostlyAcceptable
Unacc
Acceptable
Unacc
Acceptable
Unacc
The Bottom Line
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The Bottom Line
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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.
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])
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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 States
PARCC 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*
Non-PARCC States
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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