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


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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


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



Reducing the federal budget deficit and

government spending

Improving the quality of public education

Securing our borders and addressing the issue of immigration


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




Among DEM (29%)% Extremely

Important


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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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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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


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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


By PARCC States

Kept Same

Changes Needed

Kept Same

Changes Needed

Kept Same

Changes Needed

11% Working

Well


7% Working

Well



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


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.


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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%


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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%)


PARCC States(54%)


64% 69%60% 68%

33% 28%37%

28%


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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%


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%


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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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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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?


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


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


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


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


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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