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ERIC Number: ED533407
Record Type: Non-Journal
Publication Date: 2012-Jun
Pages: 5
Abstractor: ERIC
Growing Awareness, Growing Support: Teacher and Voter Understanding of the Common Core State Standards & Assessments
Achieve, Inc.
Since June 2010, 46 states and Washington DC have chosen to adopt the Common Core State Standards (CCSS)--K-12 standards in mathematics and English language arts/literacy developed through a multi-state initiative led by the National Governors Association and the Council of Chief State School Officers. As implementation of the standards is underway, new common assessments also are being developed that will align to the CCSS. Together these Common Core State Standards and assessments will provide an important foundation for transforming education and making college and career readiness a reality for all students. These new standards and assessments will directly impact over 42 million students in K-12 public schools and 2.7 million educators teaching in those schools across the country. Through nationally commissioned polling, Achieve has been monitoring voter and teacher awareness and support for the CCSS. The first national poll was conducted in August 20111 followed by a newly released poll, conducted in May 2012. Key findings include: (1) Voters and teachers strongly support common standards and assessments. Voter support remains strong regardless of age, education level, race, ethnicity, or party affiliation; (2) There has been a significant increase in awareness of the Common Core State Standards among teachers since August 2011, while awareness of the CCSS continues to be very low among voters; (3) The more teachers know about the CCSS, the more positive impression they have of the standards. Similarly, voters who are aware of the Common Core hold a net favorable view of the standards; (4) A majority of both voters and teachers support the CCSS assessments and support holds when more information on the assessments is provided; and (5) However, there are mixed reactions to some specific components of the new assessments, although voters and teachers are fairly consistent in their views on the highest and lowest rated assessment components. (Contains 2 footnotes.)
Achieve, Inc. 1775 Eye Street NW Suite 410, Washington, DC 20006. Tel: 202-419-1540; Fax: 202-828-0911; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Achieve, Inc.