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

67% of math, English language arts, science and/or social studies teachers in New York are enthusiastic about the implementation of the Common Core State Standards in their classroom.

• 69% of math, English language arts, science and/or social studies teachers in New York 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; 28% do not expect an impact either way or are not sure. Further:

• 69% believe the standards will have a positive impact on students’ ability to effectively present their ideas based on evidence.
• 64% believe the standards will have a positive impact on students’ ability to read and comprehend informational texts.

• At the same time, 77% of math, English language arts, science and/or social studies teachers in New York believe implementing the standards is or will be challenging and 81% of New York 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 New York 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 New York math, English language arts, science and/or social studies teachers have participated include independent research of CCSS (95%), discussing CCSS with other teachers at their school (93%), professional development (89%), using aligned instructional materials and/or tools in their classroom (89%), receiving written materials from their school or district (87%), participation in an alignment/implementation committee (52%) and participation in a “train the trainer” program (38%).

• Among the New York 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 independent research of CCSS (67%), discussing CCSS with other teachers at their school (66%) and using aligned instructional materials and/or tools in their classroom (64%).

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

• Additional planning time (78%)
• Quality CCSS-based professional development (74%)
• Guidance and ideas for teaching in an inquiry-based way (68%)
• Curricula revised to CCSS (66%)

New York 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 New York are most concerned about students who are currently working two or more grades below grade level (with 38% expressing concern) and special education students (31%).

• For these and other students, teachers in New York say age-appropriate, leveled (43%) and high-interest instructional materials (38%) are among the top needs to help students meet the standards.