Results from an online survey of teachers in , conducted July 1-22, 2013. State reports feature key data from the national report. Due to sample size in some cases, analysis by subgroups was not possible and therefore national data is used as a benchmark followed with state data that is available. Whenever this is the case, it is noted in the above report. More on Methodology.
Connecticut Teachers Are Enthusiastic About the Implementation of the Common Core, Even as They Acknowledge Challenges Ahead
73% of math, English language arts, science and/or social studies teachers in Connecticut are enthusiastic about the implementation of the Common Core State Standards in their classroom.
- 70% of math, English language arts, science and/or social studies teachers in Connecticut believe the standards will have a positive impact on students’ ability to think critically and use reasoning skills. Only 3% believe the Common Core State Standards will have a negative impact; 27% do not expect an impact either way or are not sure. Further:
- 72% believe the standards will have a positive impact on students’ ability to effectively present their ideas based on evidence.
- 68% believe the standards will have a positive impact on students’ ability to read and comprehend informational texts.
- At the same time, 72% of math, English language arts, science and/or social studies teachers in Connecticut believe implementing the standards is or will be challenging and 78% of Connecticut teachers say that the Common Core has required or will require that they make changes to their teaching practice.
As they work to prepare for the new standards, teachers in Connecticut say they are participating (or have participated) in many Common Core–related activities, and a majority say many of these activities have been helpful.
- The activities in which Connecticut math, English language arts, science and/or social studies teachers have participated include discussing CCSS with other teachers at their school (95%), receiving written materials from their school or district (92%), independent research of CCSS (91%), using aligned instructional materials and/or tools in their classroom (85%), professional development (84%), participation in an alignment/implementation committee (42%) and participation in a “train the trainer” program (32%).
- Among the Connecticut teachers who have participated in these activities, the activities most often reported as extremely or very helpful in preparing them to teach the standards include using aligned instructional materials and/or tools in their classroom (70%), participation in an alignment/implementation committee (67%) and discussing CCSS with other teachers at their school (66%).
Outside of their enthusiasm or preparedness for the Common Core, teachers who teach math, English language arts, science and/or social studies in Connecticut report needing a wide range of resources to implement the standards, the most common of which include:
- Quality CCSS-based professional development (75%)
- Additional planning time (73%)
- Curricula revised to CCSS (65%)
- Information on the content of the new Common Core-aligned assessments (62%)
Connecticut teachers offer their views on what they need most to help students meet the standards. When asked about the student populations in their classrooms meeting the Common Core State Standards, teachers in Connecticut are most concerned about students who are currently working two or more grades below grade level (with 35% expressing concern) and special education students (30%).
- For these and other students, teachers in Connecticut say age-appropriate, leveled instructional materials (41%), trained paraprofessionals in the classroom (38%) and in-school specialists for the selected student population (33%) are among the top needs to help students meet the standards.