Tag Archives: NAEP

Surveys illuminate parent and teacher worries in light of COVID-19

With numerous unknowns amid the COVID-19 pandemic, it is important to be able to gauge how parents, families, and educators feel about the current state of emergency learning and potential paths forward. A few recent surveys shed a little light on views of the general public, teachers, and parents about education in light of the pandemic.

Families and educators alike are adjusting to new realities, and perceived needs for improvement, in areas such as communication, are rising to the surface. There appears to be widespread worry about students and opposition to an extended year calendar. The coming school year is set to look quite different, potentially with fewer students and teachers in the classroom as some sit out the return to school awaiting the development of a vaccine.

Here’s a closer look at findings of the recent surveys:

Learning Heroes Parent 2020 Survey

Learning Heroes conducted their nationwide annual public school parent survey this spring and gathered important information about how parents are dealing with the pandemic. The research entity partners with multiple national organization such as PTA and the National Urban League “to inform and equip parents to best support their children’s educational and developmental success.” The Parents 2020 survey was conducted in English and Spanish and with a focus on low-income parents and parents of color. The survey found that while parents are mostly hopeful and grateful, 65% are also anxious/worried. Parents are most worried that their kids are missing important social interaction at school or with friends. They are more concerned with too much screen time for their child than being able to pay their bills and having enough food. The survey found that 56% of a child’s awake time involved a screen.

There is a disconnect between parents and teachers that shows the importance of effective communication channels. Parents feel more appreciation for teachers, but only 33% of parents say they have regular access to the teachers, unfortunately. Furthermore, 47% of parents feel that personal guidance for how to best support their child is extremely helpful, but only 15% have received this resource. Eighty percent of parents find texts and phone calls to be the most effective, but the main communication channel seems to be email. Even though parents feel more connected to their child’s education than ever before, they still have an overinflated view of their child’s abilities, with 92% believing that their child is learning at or above grade level. (NAEP Scores for 2019 suggest the actual percentage of students performing at or above grade level is closer to 37%.)

The way remote learning meets or doesn’t meet parents’ expectations likely translates into parents’ feelings about the coming school year. Parents with higher income and reliable internet who feel prepared to support learning consider the remote learning environment to be better than expected. Parents of elementary school children, those missing technology, and the ones with annual incomes below $37,000 feel remote learning is harder than expected. Only 23% of parents say they are using resources they find on their own, mostly from general websites such as YouTube. Parents are looking forward to being more engaged in their child’s learning into the next school year, hoping to get a better understanding of what they are expected to learn and finding more time to talk to their children about their assignments. Perhaps longing for a sense of normalcy, parents favor making summer school courses available so students can catch up rather than starting the school year early. Even more parents don’t want the 2020-21 school year to extend into the 2021 summer.

USA Today/Ipsos Public Polls of Parents and Teachers

USA Today and Ipsos conducted two public polls, one surveying the general public and parents of K-12 students and another one targeting K-12 teachers.

Both surveys found that less than half of the respondents are in favor of resuming school resuming before there is a vaccine. A broken line of communication also surfaced in these two polls, with both parents and teachers expressing that the other has struggled to support their child’s online learning. Similar to the overinflated view of mastery found in the Learning Heroes survey, parents conveyed that their kids have adapted well to online learning. In contrast, teachers said online and distance learning have caused their students to fall behind.

The general public, parents, and teachers mostly support a return either to five days of in-person schooling per week, or returning to school in-person two to three days per week with distance learning on other days. As in the Learning Heroes survey, there is less support for starting school earlier in the summer and continuing into the following summer. When school does resume, 59% of respondents said they would likely pursue at-home learning options.

In general, the majority of both parents and teachers are worried about their students. Parents and teachers agree that social distancing won’t be easy for kids. Just as 68% of parents said their child would find it difficult to follow social distancing guidelines, 87% of teachers said its likely they will have difficulty enforcing social distancing. The majority of teachers plan to wear masks and the majority of parents plan to have their kids wear masks.

We may see a wave of retirement in the coming months, the surveys suggest, as teachers report working longer hours than they did before. Even fewer teachers believe they are paid fairly compared to the time before COVID-19. One in five teachers say they would leave their job if schools reopen, including 25% of teachers over the age of 55.

Related: ATPE wants to hear from you! Educators are invited to take our COVID-19 Educator Impact Survey between now and June 3, 2020. Find out more here.

Commissioner presents SBOE with annual report

Texas Commissioner of Education Mike Morath addressed the State Board of Education (SBOE) Tuesday, Jan. 28, 2019, as part of the board’s week-long January meeting. Commissioner Morath presented the 15-member body with the annual “state of education” report from the Texas Education Agency (TEA). View a copy of his presentation to the board here.

Texas SBOE meeting, Jan. 28, 2020

According to the agency, House Bill (HB) 3, the major school finance reform bill enacted in 2019, produced a $3.4 billion net increase in public education spending by the state. The report showed slight increases in STAAR scores and graduation rates, as well as a one percent decrease in college enrollment. Texas remains 42nd in the nation in 4th grade reading scores on the National Assessment of Educational Progress (NAEP), as well as 46th in 8th grade reading, 12th in 4th grade math, and 32nd in 8th grade math. Texas ranked 36th in per-pupil funding for the 2017-18 school year, which is consistent with long-term trends in the level at which Texas invests in public schools.

SBOE Member Tom Maynard (R-Florence) questioned the use of the NAEP to evaluate statewide performance. Maynard asked, “Is there a better evaluation at least for us, as a measure of how we’re doing overall?” Responding to a separate question about how Texas compares to other states, Morath suggested that ranking public school systems by the amount being spent is not a good determinant of school quality.

Member Pat Hardy (R-Fort Worth) noted that many teachers around the state have grown increasingly frustrated by administrative duties, testing, and other tasks that take up their time and reduce the amount of attention they are able to spend on teaching. Hardy suggested that TEA increase campus audits to ensure that schools are complying with rules intended to address this.

Member Georgina Perez (D-El Paso) pressed Commissioner Morath on new charter application rules that provide for the automatic approval of expansions of existing charters. The commissioner responded that there would be no automatic expansions, and conceded that language in the rules may need to be adjusted in order to avoid that perception.

The commissioner responded to questions regarding a readability study of the STAAR test ordered by the legislature last year. The mandate was the result of research showing that questions on the test were often written at a reading level above the grade level for which the test was intended. The recent readability study suggested the test was still misaligned, but Morath said the agency is making adjustments to the STAAR as a result of the study.

Stay tuned to Teach the Vote for additional updates as the SBOE continues its meetings this week.

SBOE hears from commissioner on NAEP scores, STAAR study

The Texas State Board of Education (SBOE) met Wednesday, Nov. 13, 2019, in Austin for day one of its final meeting of the year. It is also the first SBOE meeting led by new board Chairman Keven Ellis (R-Lufkin). The meeting began with an update from Texas Education Commissioner Mike Morath.

Commissioner Morath started with a review of Texas students’ most recent scores on the National Assessment of Educational Progress (NAEP). While fourth grade math scores have held constant at slightly above the national average, eighth grade math scores have been trending downward since 2011 and dipped below the national average in 2019. Fourth grade reading has seen a minute overall decline since 2005. Eighth grade reading scores showed the only statistically significant change since 2017, indicating a precipitous decline since 2013 to the lowest level since at least 2003. According to Morath, the main takeaways from the 2019 NAEP scores are that while Texas continues to outperform the nation in math, it lags behind in reading.

Moving on to a discussion of House Bill (HB) 3906 passed earlier this year, Morath indicated that changes are coming to the STAAR test. Under HB 3906, no more than 75 percent of STAAR questions can be multiple choice. The commissioner said meeting this requirement will take a couple of years to field test. The bill also required a study of STAAR readability after studies found STAAR test questions written at reading levels well above the grade level being tested. The study has been assigned to the University of Texas and is in process. The first round of results are expected to be delivered in early December, and another round will be delivered in early February.

SBOE Member Marisa Perez-Diaz (D-San Antonio) inquired how educators could have more impact on STAAR questions while minimizing their time away from the classroom. Morath suggested the agency attempts to schedule educator advisory committee meetings in a way to minimize disruption, and has worked with districts to provide substitutes. Perez-Diaz requested a link to the application and a copy of the screening process for educator involvement.

Included among the requirements of HB 3 is a directive that teachers attend reading academies. SBOE Member Barbara Cargill (R-The Woodlands) voiced concern over teachers attending reading academies online instead of in person. The commissioner suggested that teachers who complete the online course would be required to demonstrate proficiency, as opposed to lesser threshold of completion under the in-person reading academy model.

Commissioner Morath briefly addressed the recently announced Texas Education Agency (TEA) takeover of Houston ISD by summarizing the agency sanctions process. Perez-Diaz questioned Morath regarding the process for transitioning from an agency-run board of managers back to a locally elected body, and the commissioner indicated it would take multiple years. SBOE Member Lawrence Allen (D-Houston) also pressed the commissioner to explain the TEA’s process for selecting a superintendent and members of the board of managers. The commissioner replied a committee is reviewing applications from prospective managers and he had made no decision yet who will be superintendent.

Packed house to testify in support of proposed African-American Studies course at SBOE meeting November 13, 2019.

Additionally, SBOE Member Ruben Cortez (D-Brownsville) questioned Morath over whether the agency takeover would include a partnership under SB 1882 (passed in 2017 by the 85th Texas Legislature), which incentivizes districts to contract with charter schools that take over operation of one or more campuses in the district. The commissioner did not directly address whether that would be considered, and suggested that the managers would consider a wide array of options. Cortez also pressed Morath for details regarding what would happen if a campus is closed, to which the commissioner said that campus would simply cease to exist.

The board spent much of the day hearing testimony regarding a proposed new African-American Studies course. State Sen. Royce West (D-Dallas) was among dozens of witnesses who testified in support of the course. Chairman Ellis stated his goal is to have the course ready for students in 2020. The board will break into committees tomorrow and conclude its November meeting Friday.

Teach the Vote’s Week in Review: April 13, 2018

The weekend is here! Catch up on this week’s education news from ATPE:


The State Board of Education (SBOE) met in Austin this week, and ATPE Lobbyist Mark Wiggins was there to cover it all. He has a series of posts up on the blog reporting on outcomes of the board’s week-long agenda. Here is a quick wrap-up, with links to the extended posts:

The board is scheduled to meet again this summer.

 


During his address to the SBOE on Wednesday, Commissioner Morath gave some potential insight into how the state will address accountability for school districts affected by Hurricane Harvey. In light of significant student displacement, delayed starts to the school year, and various other Harvey-related struggles impacting a number of school districts this year, superintendents and others in Harvey-affected districts have called on the Commissioner to offer accountability relief from the State of Texas Assessments of Academic Readiness (STAAR). While the Commissioner initially argued such a move was not likely because teachers and students needed to be held accountable for their learning (he also refused to delay test dates for Harvey-affected students, despite requests), his tune changed slightly this week. He this time told members of the board that he will consider waiving STAAR scores in Harvey-affected districts. Learn more about the Commissioner’s announcement in this piece from the Texas Tribune.

 


The Texas Education Agency (TEA) released a framework for the new accountability system this week. The system was most recently revised by the 85th Texas Legislature under House Bill (HB) 22; initial adoption of an A-F accountability system was passed during the previous legislative session in 2015. The system is broken down into three domains that are focused on student achievement, school progress, and closing the gaps. Schools and districts will receive an individual A, B, C, D, or F score for each domain as well as a summative score based on a compilation of all three domains. Learn more about the framework in this post from ATPE Lobbyist Mark Wiggins.

 

 

 


 

Vote for candidates who will insist on class-size limits

This is the sixth post in our A Dozen Days, A Dozen Ways to Vote Your Profession series.


At issue: Research shows that smaller classes improve education by increasing the interaction between teachers and individual students, minimizing discipline issues, improving classroom management, boosting teacher morale and producing dramatically better educational outcomes for students. Studies have linked a rise in scores on the National Assessment of Educational Progress (NAEP) to reductions in class size, especially after class-size limits were first adopted in Texas. State law limits classrooms in grades K-4 to no more than 22 students per teacher. However, the law allows schools to request waivers of the 22:1 class-size limit if they have limited facilities, a shortage of teachers or an unexpected surge in enrollment. Although the law has been tightened and made more transparent in recent years, thousands of schools still routinely request class-size waivers each year.

Class-size limits are a necessary and worthwhile expenditure: It costs money to keep classes small, and class-size limits are unpopular among politicians who want to cut education spending wherever possible. Larger classes often require less physical space and fewer teachers. That’s why class size is usually one of the first quality control measures sacrificed whenever money is limited.  Immediately after the drastic education budget cuts of 2011, the number of 22:1 class-size waiver requests more than tripled.

Students deserve more one-on-one instructional time with their teachers, a distraction-free classroom and, above all else, a safe learning environment: Opponents of class-size limits typically argue that school districts should have more “flexibility” and “mandate relief” so that they can staff and fill classrooms as they see fit. They also insist that high-quality teachers should be able to successfully teach a greater number of students. Critics of 22:1 tend to ignore the fact that class size affects not only instruction but also student safety and classroom discipline. Consider the many sad incidents of school shootings reported in the news and the heroic acts of many teachers involved. When teachers are tasked with keeping their students safe, even in potentially life-threatening situations, do we want their classes to be larger or smaller? Despite the obvious safety issue, legislators continue to try to weaken or abolish the 22:1 law every legislative session.

You can help educators and students by voting for candidates who respect the importance of class-size limits: Teach the Vote has many resources to help you find pro-public education candidates. For instance, ATPE asked all legislative candidates in a survey, “Would you vote to maintain a hard cap on the number of students per class, or should school administrators be given more flexibility to increase class sizes?” You can read their responses by visiting our 2014 Races search page, looking up the candidates in your district and opening the Survey Response section in each candidate’s profile. Don’t forget that the early voting period continues through Friday, and election day is March 4.