Strong Support, Low Awareness Public Perception of the Common Core State Standards

1. Strong Support, Low AwarenessPublic Perception of the Common Core State Standards October 2011

2. 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 teachersbetween August 14-16, 2011. The poll has a margin of error of +3.46% among voters and +7.75% among teachers.

3. 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.

4. 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.

5. 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.

6. The National Landscape

7. The National Landscape Voters and teachers are split over who will be the world’s leading nation in 20 years. ---Adults/Voters----- World Leader in 20 Years 12/09* 8/11 Teachers 5/98* 9% 39% 39% China 36% United States 38% 56% 37% 34% 10% 16% No Country Will Lead 11% 12% 10% 3% 2% Japan 7% NA 3% 2% India 2% 5% 2% 4% European Union 3% 1% 1% 1% 1% 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

8. 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 Now, please tell me how important each of the following issues are for Congress to address. (Extremely, very, somewhat, not very, not at all.)

9. The National Landscape Priorities vary across the political spectrum. Among GOP (26%) Among IND (43%) Among DEM (29%) % Extremely Important % Extremely Important % Extremely Important Reducing the federal budget deficit and government spending 56% 46% 49% Job creation and economic growth Job creation and economic growth Reducing the federal budget deficit and government spending 48% 42% 43% Job creation and economic growth Improving the quality of public education Securing our borders and addressing the issue of immigration 34% 39% 28% Improving the quality of public education Investing in alternative energy sources Combating terrorism at home in the United States and overseas 30% Securing our borders and addressing the issue of immigration 30% Reducing the federal budget deficit and government spending 27% Combating terrorism at home in the United States and overseas Combating terrorism at home in the United States and overseas 26% 24% 26% Improving the quality of public education Now, please tell me how important each of the following issues are for Congress to address. (Extremely, very, somewhat, not very, not at all.)

10. Focusing on Public Education

11. 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 10% Behind All 7% Behind All 4% Ahead Of All 2% Ahead Of All Ahead Behind Ahead Behind 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?

12. 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 43% 61% 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 57% 37% 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?

13. 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. By CCSS States By PARCC States 22% Complete Overhaul 22% Complete Overhaul 17% Complete Overhaul 20% Complete Overhaul 11% Working Well 8% Working Well 7% Working Well 7% Working Well Kept Same Changes Needed Kept Same Changes Needed Kept Same Changes Needed Kept Same Changes 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?

14. 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 STANDARDSin 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 Among Voters Among Teachers Same Standrds Same Stand-ards Own Stand-ards Same Stand-ards Own Stand-ards Same Stand-ards Own Stand-ards

15. 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 TESTSat 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. Among Voters Among Teachers Same Standrds Same Tests Own Tests Same Tests Own Tests Same Tests Own Tests

16. 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 Tests Among Voters By Party Same Own Same Own Same Own Same Own Same Own Same Own 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.

17. 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 Tests Among Voters By PARCC States Same Own Same Own Same Own Same Own 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.

18. A Closer Look At Common Core State Standards

19. 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 60% Nothing 46% A Lot 13% Nothing Not Much/ Nothing Not Much/ Nothing A Lot/Some A Lot/Some 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?

20. 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) No Opinion/ No Impact/ DK/Not Sure No Opinion/ No Impact/ DK/Not Sure Favorable Unfavorable Favorable Unfavorable 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?

21. A Closer Look At Common Core State Standards Verbatim comments from voters in CCSS states who have seen/read/heard about CCSS. • Voters who are favorable toward the standards say: • They are a good idea. • They recognize school districts are working hard to implement them. • They like the idea of teaching at a higher level and having higher expectations for students. • Voters who are unfavorable toward the standards say: • They expect too much. • Some students will not be able to meet the standards. • Being used for students who are too young. • Too much teaching “from the book.” • One set of standards cannot fit every student across the country.

22. A Closer Look At Common Core State Standards Verbatim comments from teachers in CCSS states who have seen/read/heard about CCSS. • Teachers are mostly positive: • Hope standards will be helpful in tracking student progress. • Help states do a better job in educating their students. • Recognize change is difficult at first, but in the long run, standards will be good for their school/state. • Yet, there are still some concerns: • Too much “teaching to the test.” • Don’t allow for individual learning styles. • Some students will not be able to meet the standards. • Difficult to keep all students at same level. • Difficult to maintain standards across community/state lines.

23. 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?

24. A Closer Look At Common Core State Standardsand New Assessments Upon hearing the brief description there is strong support across the board for the Common Core. Among Voters Among Teachers 47% Strongly 43% Strongly Favor Oppose Favor Oppose Knowing this, do you favor or oppose implementing these new Common Core State Standards?

25. A Closer Look At Common Core State Standardsand Potential Purposes of New Assessments: Voters Voters find many potential purposes of tests to be totally acceptable.

26. 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.

27. A Closer Look At Common Core State Standardsand Potential Purposes of New Assessments: Teachers Teachers have more reservations about how assessments should be used.

28. 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.

29. 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. Among Voters Among Teachers Totally/Mostly Totally/Mostly Holding schools and districts accountable. Acceptable Acceptable Unacceptable Unacc Hold teachers accountable. Acceptable Acceptable Unacc Unacceptable Meet federal requirements such as NCLB. Acceptable Acceptable Unacc Unacceptable 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.

30. The Bottom Line

31. 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.

32. 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)

33. Appendix

34. Appendix – Common Core State Standards (CCSS) *Did not poll in Hawaii and Alaska.

35. Appendix – Partnership for Assessment of Readiness for College and Careers (PARCC) *Did not poll in Hawaii and Alaska.