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What Supports Do Teachers Need to Help Students Meet Common Core State Standards for Mathematics?: Findings from the American Teacher and American School Leader Panels

What Supports Do Teachers Need to Help Students Meet Common Core State Standards for Mathematics?: Findings from the American Teacher and American School Leader Panels

Hamilton, Laura S

Mathematics teachers across the United States have been working to adjust their instruction in response to states' adoption of the Common Core State Standards for Mathematics and similar standards. This report documents the extent to which teachers are expected to address new mathematics standards in their instruction, teachers' familiarity with these standards, the professional development (PD) opportunities that teachers report receiving, and the PD opportunities they think they need to help them implement standards effectively. The report draws on February 2015 data from RAND's American Teacher Panel and American School Leader Panel--new survey tools that take the pulse of the nation's educators on key issues of education policy and practice through periodic surveys of a representative sample of teachers and principals across the United States. The authors conclude with a discussion of the data's implications for state and district policymakers. This report was updated in October 2016. The current version provides estimates based on updated weights for a small percentage of the respondents. Weights were updated to account for infrequent misclassification in the assignment of school-level characteristics"--Publisher's description

eBook, Electronic resource, Book. English. Electronic books.
Published Santa Monica : Rand Corporation 2016

This resource is available electronically from the following locations

Details

Statement of responsibility: Laura S. Hamilton, Julia H. Kaufman, Brian M. Stecher, Scott Naftel, Michael Robbins, Lindsey E. Thompson, Chandra Garber, Susannah Faxon-Mills, V. Darleen Opfer
ISBN: 0833094068, 9780833094063
Note: Includes bibliographical references (page 7).
Note: "October 27, 2016"--Table of contents page.
Note: Online resource; title from HTML title caption (Rand, viewed November 2, 2016).
Physical Description: 1 online resource (7 pages) : color illustrations.
Series: Research report ; RR-1404-1
Subject: Mathematics Study and teaching Standards United States.; MATHEMATICS General.; Education and state United States.; United States.; Mathematics Study and teaching Standards.; Common Core State Standards (Education); Education and state.
Alternative Title: Findings from the American Teacher and American School Leader Panels
Series Title: Research report (Rand Corporation) ; RR-1404-1.
Local note: JSTOR Books at JSTOR Open Access

Contents

  1. SUMMARY
  2. BACKGROUND
  3. FINDINGS
  4. In CCSS States, Majorities of K- 2 Teachers in Each Core Subject Reported Being Expected to Address Mathematics State Standards in Their Instruction
  5. Among Those Expected to Address Mathematics Standards, nonmathematics Teachers Were Less Familiar with the Standards Than Were Mathematics Teachers
  6. Most Mathematics Teachers Reported Feeling at Least Moderately Prepared to Help Students Meet Mathematics Standards
  7. Among CCSS Teachers Who Were Expected to Address Mathematics Standards, the Highest-Reported PD Needs Included Differentiation of Instruction and Complex, Inquiry-Based Modes of Instruction
  8. IMPLICATIONS FOR STATE AND DISTRICT POLICYMAKERS
  9. ENDNOTES.