Surveys ask the educators
The results of two nationally representative surveys of educators were recently reported in the Education Week special report “Big Ideas 2022: 10 Broad Trends in K-12 Education”. In all, 1,897 educators responded to the first survey, and 1,099 educators participated in the second survey. We recap the survey results below.
Questions about Equity and Equality
- Educators were asked to define the word “equality” vs. the word “equity” in K-12 education. 78% responded that “equality is about giving all students the same opportunities; equity is about outcomes and giving some students, who have tended to have lower performance or higher needs, additional resources.” 13% of educators said that the “concepts are similar, but ‘equity’ has become controversial/weaponized.”
- When asked what their views are of equity and equality in K-12 education are, 76% responded that they “support equity and equality, even though I define both in different ways.” 12% said they “support equality but not equity” and 4% said they “support equity but not equality.”
- Responding to a question about their district policy on equality/equity, 52% said they “have formally committed to both equity and equality”, 15% said they “have formally committed to equity but not to equality”, 9% said they have “formally committed to equality but not to equity”, and 24% said their district has “not formally committed to either equity or equality.”
Questions about No Child Left Behind and Every Student Succeeds Acts
- Inquiring about the federal No Child Left Behind and Every Student Succeeds Acts, 26% of educators surveyed felt that “there was nothing positive about these laws”. 23% felt that a positive outcome was that there is “additional Title I and other funding.” 21% felt that it was good that there is a “requirement to look at disaggregated data to see how student groups performed.” 15% felt that the “requirements to improve/intervene in schools or with student groups with low performance” was a positive outcome of these acts.
- Nearly all educators surveyed (97%) felt that there was some type of negative effect from the NCLB and ESSA acts. 38% felt the most negative outcome was the mandated annual testing in reading and math, 29% felt the most negative outcome was the “consequences for schools or districts with low performance.”
Questions about the impact of the COVID-19 pandemic
- When asked if the pandemic transformed public K-12 education, 94% of educators surveyed agreed that COVID-19 has had an impact. 52% said “Yes-it’s been a major transformation”, while 43% said “I’d describe it as more of a minor change than a transformation”, and 6% of educators didn’t feel that the pandemic had transformed public K-12 education at all.
- Educators were asked to list all impacts of the coronavirus pandemic that they think will have a lasting positive impact on education a decade from now. The majority of educators, 61%, said that the “added flexibility of moving at least some meetings/gatherings online” would be the most lasting positive impact. 57% said that “more attention given to student mental health” would be one of the most lasting positive impacts, 54% felt that “better integration of technology” was a lasting positive, and 54% felt that the “ability to offer remote learning when necessary” was a lasting positive. Others included more and better technology, more attention given to staff mental health, improved cleaning protocols, better ventilation/HVAC systems, and several other factors would be a lasting positive.
- When asked which pandemic impact they would MOST like to see in their district or school in ten years was, 21% said “more attention given to student mental health”, 20% said “less focus on standardized testing”, 11% said “more attention given to staff mental health”, 11% said they hoped that “more wraparound services for student well-being” would be a lasting impact, 16% hoped for more flexibility to be a permanent change, and 9% want to see more/better technology and integration of technology.
Questions about transformation and change in K-12 education
- When asked for their opinion on what is the biggest obstacle preventing major transformations in K-12 education, 42% of educators said that local, state or federal officials or their policies are the biggest obstacles to change. 23% said that funding levels are the biggest obstacle. 19% responded that either parents, administrators, teachers, or students themselves were the biggest obstacle.
- In response to the question about what they believe is the biggest enabler of change/transformation in K-12 education, 35% pointed to teachers as the most significant change agent. 13% think funding levels are the key to major change, and 10% think administrators have the largest impact.