What Washington Teachers Think About “Race to the Top” Issues Highlights From a Statewide Survey

What Washington Teachers Think About “Race to the Top” Issues

Highlights From a Statewide Survey

December 2009

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A Collaboration Between a Consortium of Non-Profits Advocating for Public Education In Washington

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Telephone Survey o 500 interviews with public K-12 teachers across the stateo Quotas set by age, gender, area of state, and school type

based on the total number of teachers to assure a representative sample

o Conducted November 14 to 15, 2009o Margin of error for n=500 is +/- 4.4%, at the 95% confidence

level

METHODOLOGY

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DEMOGRAPHICS

Demographic GroupStatewide

N=500Age

18-24 0%25-34 11%35-44 23%45-54 33%55-64 28%65+ 4%

GenderFemale 72%Male 28%

Area of StateKing County 21%Puget Sound 40%Southwestern Washington 14%Eastern Washington 26%

DEMOGRAPHICS

Demographic GroupStatewide

N=500School Type

Elementary (K-6) 48%Middle/Junior 20%K-8 2%High school 26%Other 3%Refused 0%

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Section 1: STANDARDS AND ASSESSMENTSSection 2: DATA SYSTEMS TO SUPPORT

INSTRUCTIONSection 3: GREAT TEACHERS AND LEADERSSection 4: TURNING AROUND LOWEST ACHIEVING

SCHOOLS

SECTIONS

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STANDARDS AND ASSESSMENTSDo you oppose or support the Obama administration’s priority of

adopting internationally benchmarked standards and assessments that prepare students for success in college and the workplace?

STANDARDS AND ASSESSMENTSShould students who graduate from high school have the credits to

apply to one of Washington’s publically funded four year universities?

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STANDARDS AND ASSESSMENTSDo you oppose or support raising high school graduation to 24

credits so that all high school graduates have the option of applying to college?

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DATA SYSTEMS TO SUPPORT INSTRUCTIONDo you oppose or support the Obama administration’s priority of

building data systems that measure growth in student success and inform teachers and principals how they can improve their

practices?

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GREAT TEACHERS AND LEADERSDo you oppose or support the Obama administration’s priority of recruiting, developing, retaining, and rewarding effective teachers

and leaders?

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GREAT TEACHERS AND LEADERSWe need a fair way to differentiate teacher and principal

effectiveness based on performance.

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GREAT TEACHERS AND LEADERSTeacher effectiveness should be the predominant factor when

making staffing decisions, such as placement, transfers, and reduction in force. That means seniority and other factors would

be secondary considerations.

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GREAT TEACHERS AND LEADERSReform teacher compensation, including higher starting teacher

pay, paying more to teachers for increased responsibility, growth in student achievement, and teaching in shortage subject areas like

math, science, and special education.

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GREAT TEACHERS AND LEADERS(split sample) Do you oppose or support extending the probationary

period of teachers to five years and allowing principals to grant, deny, or extend contracts based on evaluations?

Statewide (N=250)

0% 20% 40% 60% 80% 100%

29% 31% 12% 14% 14%

Strongly support Somewhat support Somewhat opposeStrongly oppose Don’t know

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GREAT TEACHERS AND LEADERSTeachers should have access to multiple career pathways including

increased compensation, instead of just receiving stipends or bonuses for taking on increased responsibility.

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TURNING AROUND LOWEST ACHIEVING SCHOOLSDo you oppose or support the Obama administration’s priority of

turning around the lowest performing schools?

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TURNING AROUND LOWEST ACHIEVING SCHOOLS(split sample) We need a comprehensive system of school improvement that includes voluntary and required actions for

schools that chronically underperform year after year.

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TURNING AROUND LOWEST ACHIEVING SCHOOLSLow performing schools should have more flexibility in their ability

to hire teachers.

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TURNING AROUND LOWEST ACHIEVING SCHOOLSEffective teachers who teach in high poverty schools should be

paid more than other teachers.

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TURNING AROUND LOWEST ACHIEVING SCHOOLSIncentives for teachers to teach in high poverty or troubled

schools.

Statewide

0% 20% 40% 60% 80% 100%

38% 46% 7%4%5%

Strongly support Somewhat support Somewhat oppose Strongly opposeDon’t know