Survey
results show parent, classroom teacher concerns about academic standards
Survey Results &
Other Information: gadoe.org/standards
October 3, 2019 – The Georgia Department
of Education is releasing results of the public surveys on the academic
standards used in Georgia’s K-12 public schools, State School Superintendent
Richard Woods announced today.
Released in July 2019,
the surveys sought public feedback on the current Georgia Standards of
Excellence for English Language Arts (ELA) and mathematics. This initial
opportunity for public feedback was the first step in a student-focused effort
to review and revise the standards, led by citizens, teachers, parents, and
educational leaders.
Both surveys found the
top concerns expressed by classroom teachers and parents were the same: the
number of standards vs. the time available to teach them, and the current
standards not fostering creativity and autonomy in the classroom. Parents and
teachers were also concerned about the developmental appropriateness of the
standards, particularly in the early grades.
“These results show the
need to come together as a state – teachers, parents, students, citizens, and
educational leaders – to craft high-quality academic standards in line with our
commitment to put students first and let teachers teach,” Governor
Brian P. Kemp said.
Across categories,
parents who took the surveys gave the standards more negative ratings than
teachers did (with the exception of a question about whether the language and
terminology of the standards is accessible to teachers – most parents believe
it is). This shows a disconnect the state has an opportunity to address through
the convening of a Citizens Review Committee as the standards are
reviewed.
“As we seek to offer a
well-rounded, rigorous education for all students, we cannot disenfranchise
parents or teachers,” State School Superintendent Richard Woods said. “Through
this process of review and revision, we’ll ensure our standards are accessible
to parents and students and we’ll empower teachers. We’ll address the concerns
shared about the developmental appropriateness of the standards, the amount of
content that must be covered in one year, and the impact of the standards on
creativity and autonomy in the classroom.”
All interested
stakeholders may visit gadoe.org/standards to view key findings
from both surveys, along with the data underlying those key findings.
Moving forward, the
state will convene a Citizens Review Committee composed of parents, students,
taxpayers, business/industry leaders, and community members, followed by
Working Committees of Teachers and an Academic Review Committee. Learn more
about the process here and at gadoe.org/standards.
Overall Trends from the
Survey Results
Limiting time and
creativity: The
top concerns expressed by teachers and parents were the number of
standards vs. time available to teach them, and the current standards not
fostering creativity and autonomy in the classroom.
Emphasis on college: In general, parents and
teachers feel the standards do a better job preparing students for college than
for careers and life.
Accessible to teachers,
but not parents and students: More than two thirds of teachers agree the
wording of the standards is accessible to them, but most feel the wording is
not accessible to students, and many say it’s not accessible to parents.
Disenfranchised
parents: In
general, K-8 parents expressed a greater rate of concern than teachers across
all categories of the survey (with the exception of whether the language and
terminology of the standards is accessible to teachers – most parents believe
it is).
Greater concern for
early grades: Regarding
the level of rigor and age- and developmental appropriateness of the standards,
there was a higher degree of concern for the K-5 standards compared to high
school courses.