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Teacher Support for State Standards and Assessments

• Nearly all teachers supported use of state standards for instruction, while only a little more than one-third supported use of current statewide tests to measure student mastery of standards.
• Secondary teachers and those with more low-income students were more likely to support the state English language arts (ELA) and mathematics standards.
• Some of the same subgroups of teachers who were more supportive of state standards — including secondary teachers and teachers who did not think their standards were Common Core — were also more supportive of using statewide assessments to measure mastery of standards.

Factors Related to Teacher Support for State Standards and Assessments

• Most teachers felt that mathematics and ELA standards provided postsecondary preparation for students and supported alignment from grade to grade, although majorities felt standards excluded important concepts and were not appropriate for special needs students.
• Those who did not support standards were less likely than supporters to think that their standards provide a manageable number of topics to teach in a year.
• Those who did not support their state tests were two to three times as likely as supporters to be concerned about test difficulty and the accuracy of test scores for students with special learning needs.

Changes in Teacher Support for State Standards and Assessments over Time

• There was no significant change in teachers' overall concerns about their state-mandated mathematics assessments from 2015 to 2016, although concerns about the state-mandated ELA assessments decreased significantly for teachers in several subgroups.