Massachusetts Teachers Are Enthusiastic About the Implementation of the Common Core, Even as They Acknowledge Challenges Ahead

70% of math, English language arts, science and/or social studies teachers in Massachusetts are enthusiastic about the implementation of the Common Core State Standards in their classroom.

• 72% of math, English language arts, science and/or social studies teachers in Massachusetts believe the standards will have a positive impact on students’ ability to think critically and use reasoning skills. Only 1% believes the Common Core State Standards will have a negative impact; 27% do not expect an impact either way or are not sure. Further:

• 71% believe the standards will have a positive impact on students’ ability to effectively present their ideas based on evidence.
• 70% believe the standards will have a positive impact on students’ ability to read and comprehend informational texts.

• At the same time, 61% of math, English language arts, science and/or social studies teachers in Massachusetts believe implementing the standards is or will be challenging and 64% of Massachusetts 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 Massachusetts 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 Massachusetts math, English language arts, science and/or social studies teachers have participated include independent research of CCSS (90%), discussing CCSS with other teachers at their school (89%), receiving written materials from their school or district (81%), using aligned instructional materials and/or tools in their classroom (80%), professional development (78%), participation in an alignment/implementation committee (50%) and participation in a “train the trainer” program (28%).

• Among the Massachusetts 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%), discussing CCSS with other teachers at their school (67%) and participation in an alignment/implementation committee (64%).

Outside of their enthusiasm or preparedness for the Common Core, teachers who teach math, English language arts, science and/or social studies in Massachusetts report needing a wide range of resources to implement the standards, the most common of which include:

• Quality CCSS-based professional development (78%)
• Additional planning time (73%)
• Curricula revised to CCSS (63%)
• Guidance and ideas for teaching in an inquiry-based way (62%)

Massachusetts 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 Massachusetts are most concerned about special education students (with 35% expressing concern), followed by students who are working two or more grades below grade level (29%) and English Language Learners (18%).

• For these and other students, teachers in Massachusetts say age-appropriate, leveled instructional materials (42%) and trained paraprofessionals in the classroom (36%) are among the top needs to help students meet the standards.