In September of 2017, the Education Week Research Center fielded an online survey to a nationally-representative sample of more than 500 K-12 teachers. The survey examined teachers’ attitudes toward the reforms that are impacting their instruction. This report details findings from the survey, which provides critical insights into the role of innovation and change in the classroom.
On a national level, we possess relatively limited information on educators’ political beliefs and behaviors. In order to gather information on this topic, in Fall 2017, the Education Week Research Center set out to survey a nationally representative sample of teachers, school-based leaders (e.g., principals and vice principals), and district leaders such as school superintendents. The survey is especially timely given the divisions that currently exist in our nation in the wake of a 2016 presidential election that revealed deep chasms in American political beliefs. This report presents findings from the survey.
The concept of growth mindset — the belief that intelligence can be developed through effort — has gained considerable attention in K-12 education in recent years. To learn more about educators’ experiences and views regarding growth mindset, the Education Week Research Center developed an original survey and administered it to a national sample of more than 600 K-12 teachers in May 2016. The study sheds light on how teachers rate their own familiarity with growth mindset, its importance for student achievement, and its impact on their instruction. Survey results provide detailed data on the ways in which teachers are implementing core tenets of growth mindset and incorporating this concept into day-to-day interaction with students. This report presents findings from the survey, which was designed to examine teachers’ perspectives, professional development and training, and classroom practices.
To better understand educators’ views of social and emotional learning, the Education Week Research Center- with support from the Atlantic Philanthropies, the California Endowment, the NoVo Foundation, and the Raikes Foundation- conducted an online survey of users of edweek.org, Education Week’s flagship website. More than 500 teachers and school-based administrators responded to the survey, which was fielded in April 2015. The results presented in this report address a range of topics related to social and emotional learning, including educator perspectives, school conditions and context, preparation and training, and strategies and solutions. The report also contrasts a select set of findings from this survey with the results of previous surveys that the research center administered in 2012 and 2014.
The Common Core State Standards Initiative will enter a critical period during the 2014-15 school year. Several states have recently reversed course on adoption of the mathematics and English/language arts standards, as vocal opposition gains prominence elsewhere. Despite fraying of the two national consortia developing assessments tied to the new standards, schools are preparing for the first full-scale administration of those common-core-aligned tests. All the while, educators continue their efforts to put the standards into practice. Against this dynamic backdrop, the Education Week Research Center takes stock of educators' readiness to teach the common core, their access to high-quality curricular materials and training, and their students' readiness to master the demands of the new standards. The report—From Adoption to Practice: Teacher Perspectives on the Common Core—draws on a national survey of teachers fielded during the 2013-14 school year, and follows a similar survey conducted a year earlier.
To learn more about educators’ views regarding student engagement and motivation, the Education Week Research Center—with support from the Atlantic Philanthropies, the California Endowment, the NoVo Foundation, and the Raikes Foundation—conducted a survey of registered users of edweek.org, Education Week’s flagship website. More than 500 teachers and school-based administrators responded to the survey, which was fielded in April 2014. The survey results presented in this report offer important insights into: educators’ perspectives on issues related to student engagement and motivation; the levels of engagement and motivation among students at respondents’ schools; potential strategies and solutions; and a range of related topics.
Based on the results of an online survey, this report from the EPE Research Center provides an analysis of teachers' views on the Common Core State Standards. The National Survey of Teacher Perspectives on the Common Core report offers important insights into survey respondents’ views regarding their awareness of the standards, the training they have received to implement them in the classroom, and a range of other related topics. Readiness to put the CCSS into practice has emerged as a critical challenge not only for individual teachers, but also for their schools, districts, and states. The report provides new information about how prepared teachers feel to teach the standards to their students and how prepared they believe their students are to master them. It also presents data on teachers' perspectives with respect to the preparedness of the larger institutions and systems in which they work.
Moving Forward: A National Perspective on States’ Progress in Common Core State Standards Implementation Planning
This new report, produced by the EPE Research Center in partnership with Education First, a national education policy and strategic consulting firm, provides an update on states’ progress toward creating plans for implementing the Common Core State Standards. Moving Forward: A National Perspective on States’ Progress in Common Core State Standards Implementation Planning serves as a follow-up to our January 2012 Preparing for Change report, which detailed the steps states are taking to implement common standards. Our new study analyzes results from a summer 2012 50-state survey in which states reported on the status of their planning activities in the areas of teacher professional development, curriculum and instructional materials, and teacher-evaluation systems. The results indicate that most states are further along in their planning than they were one year ago in key areas widely considered to be necessary for successful implementation of the new standards.
This new report, produced by the EPE Research Center in partnership with Education First, a national education policy and strategic consulting firm, describes states’ progress toward creating plans for implementing the Common Core State Standards. Preparing for Change: A National Perspective on Common Core State Standards Implementation Planning provides insight into the steps states are taking to implement common standards and reports results from a 50-state survey examining transition planning. The survey results offer specific details on the status of state plans for changes in teacher professional development, curriculum and instructional materials, and teacher-evaluation systems. The results find that a handful of states are particularly far along in their plans to implement the CCSS, but that most states still have a long way to go in their planning efforts.
This special report from the EPE Research Center examines teaching quality and student learning. It summarizes the state of research on teaching quality, the links to student learning, and the contextual factors that play an intermediating role in teaching and learning. It focuses on literature from both the K-12 system and the early-childhood arena that discusses teacher professional qualifications, models to improve and gauge quality instruction, and examples from the field. These findings are complemented by an overview of promising strategies for improving teaching quality and an original environmental scan of the investments made by major foundations in the area of teaching quality, including a list of the most influential actors in this area.
This new report from the EPE Research Center finds that barely one-half of students in the nation's 50 largest cities complete high school with a diploma. But the study, a successor to 2008’s Cities in Crisis, also discovers signs of improvement, with rising graduation rates and narrowing urban-suburban gaps in recent years.
Perspectives on a Population: English-Language Learners in American Schools offers the most comprehensive, data-driven examination to date of ELL students and youths in the United States.
This EPE Research Center report examines a number of key issues facing students with disabilities ranging from the demographics of the population, educational settings, overrepresentation of certain student groups, achievement, high school completion, and transitions to adulthood.
This report released by America's Promise Alliance and prepared by EPE Research Center, finds that approximately half of the students served by the principal school systems in the nation's 50 largest cities are graduating from high school. The report is a predecessor to 2009’s Cities in Crisis.
The EPE Research Center’s new study has identified the most influential people, organizations, information sources, and research studies in education policy over the past decade.
Analyses from the Editorial Projects in Education Research Center estimate that over 120,000 public high school students in the state of Texas failed to graduate with a regular diploma last school year. To put this crisis in perspective, the number of non-graduates is about double the combined number of students entering 9th grade in the state’s seven largest school districts. Seventy percent of all non-graduates were members of minority racial and ethnic groups, indicating that minority students are disproportionately affected by this graduation crisis.
Quality Counts 2006 finds that over the past decade states have increasingly adopted core policies related to standards-based education—academic standards, aligned assessments, accountability, and efforts to improve teacher quality.
In this study, the EPE Research Center performed a systematic and objective analysis of state academic standards in science education in order to characterize the extent to which these documents cover the theory of biological evolution.