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

Julia H. Kaufman ; Laura S. Hamilton ; Brian M. Stecher ; Scott Naftel ; Michael Robbins ; Lindsey E. Thompson ; Chandra Garber ; Susannah Faxon-Mills ; V. Darleen Opfer

RAND Corporation

RAND Corporation

关键词: Literacy;    Standards-Based Education Reform;    Teacher Training;    Education Policy;   

DOI  :  10.7249/RR1374
RP-ID  :  RR-1374

学科分类：自然科学（综合）

美国|英语

来源: RAND Corporation Published Research

【 摘 要 】

New state standards for what students should learn in English language arts and literacy — including Common Core State Standards — have changed expectations for what teachers should know and be able to do in their classrooms. However, policymakers and school leaders have insufficient evidence about whether teachers feel they are prepared to address these standards in the classroom and what additional professional development opportunities might be helpful. This report provides U.S. educators' perspectives on their readiness and needs for support to help students meet state standards. Findings are drawn from surveys of the American Teacher and School Leader panels, national samples of K–12 teachers and school leaders. Among other things, the surveys asked about teachers' preparedness to help their students meet the standards, the focus of their current professional development, and additional teacher professional development needs related to state English language arts and literacy standards.