1. SCHOOL IMPROVEMENT NETWORK SURVEY
Parents Support the Common Core State Standards
National Survey of Parents Shows Support for the Standards Despite Misconceptions
A national survey of parents with school-aged children shows overall support for the Common
Core State Standards and positive perceptions of their impact on children despite some
misconceptions about the origin of the Standards and the role of the federal government in
them. Survey results also revealed that perceptions of the Standards are shaped by responders’
support or opposition of them, and may not always be based on fact.
The survey also included nine yes/ no items, as well as six items offer-
Background
ing lists from which respondents chose best options, such as how they
In August 2013, School Improvement Network commissioned a
became aware of the Standards and who they believed had created
telephone survey of parents with school-aged children to investi-
them. The remaining six items were Likert-scaled items quantifying
gate perceptions of the Common Core State Standards. The survey,
levels of agreement with statements associated with the Standards.
completed by the Cicero group, attempted to contact 11,000 parents,
Likert-scaled items leveraged four-level scales ranging from “strongly
of which 4,180 were reached by phone. Of those reached, 1,220 were
agree” to “strongly disagree,” with “no opinion” always offered as a
parents of school-aged children 18 and younger, and 500 were aware
fifth response option. Data were analyzed and summarized as percent-
of the Standards and prepared to offer perceptions regarding them
ages by level of agreement, and cross-tabulated to discover what levels
through the phone-administered survey. Cumulatively, this stratified
of agreement were correlated with response patterns to other items.
random sample includes parents from a variety of political affiliations,
Because of the large sample size, any percentage or percent difference
education levels, and income ranges.
of 2% or greater is statistically significant.
Methods
All 500 responded to the 30 survey items through a phone interview
Parents’ Opinions For or Against the Common Core
State Standards
survey, and were limited to only one respondent per household. The
survey consisted of nine opening questions regarding respondent
Overall, only 41% of responding parents with school-aged children
demographics, including level of education, income bracket, age of
children, and amount of time spent becoming informed of the Stan-
have ever heard of the Common Core State Standards. 62% of the
dards through TV, newspapers, or on the Internet. The additional 21
responding parents are either strongly or moderately supportive of
items assessed how the respondent became aware of the Standards
the Standards, while 22 % are either strongly or moderately opposed,
and their perceptions of them.
and 17% say they have no opinion. Percentages both for and against
the Standards were consistent across the West, South, Northeast, and
Midwest regions, and among all income brackets.
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2. Why Do You Support the Common Core State Standards?
Why Do You Oppose the Common Core State Standards?
Ensures all children learn from unified core
curriculum—basic prerequisites/universalized
Students learn at different rates—Common core
does not address all student needs
general—Positive (agreement)
standards are misguided/not rigorous or
Too easy
21%
Sets a clear standard—Easier to measure results
Standards should be a local/personal decision
20%
Facilitates better education/learning—prepares
students for the future
Curriculum is calibrated to worst or best students
—Not fair
Don’t know/NA
Other
10%
Other
General—Negative (opposed)
9%
bad use of school resources
6%
Facilitates better teaching
33%
12%
fig. 1
fig. 2
Improves accountability of schools/educators/
students/parents
Don’t know/NA
5%
Sample Responses
Sample Responses
“I think all states should teach the same things at the same grade
levels. When I was 17 i moved from california to florida and was
doing work in my senior year that i did in my freshman year.”
“Kids learn at a different rate; some kids pick up things a lot faster
than others and some pick up things slower, so to test them on the
same thing is unfair.”
“I support it because all children need to be well educated. it
prepares children for better colleges like the ivy league schools.”
“The Common Core is a misguided attempt to teach critical thinking,
and I believe it is impossible to test this. This process has encouraged
teaching to the test.”
“I like that it spells out what our kids should be taught and what
they should know.”
“I don’t like the federal government telling me what my children
should learn.”
“I believe it is necessary to have a standard across all school
systems. The idea of universalizing is good.”
“I am afraid they are dumbing down the school curriculum so
everyone can feel good about themselves.”
“Gives teachers a better understanding of standards and helps
them to better connect with the students.”
“It is requiring that we hire another administrator in our district,
so money is being diverted from students to administration.”
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3. Among parents who support the Standards, 34% say they do so
Department of Education is responsible for creating the Standards,
because it ensures all children learn from a uniform curriculum. Of
32 % believe state departments of education were involved, and 13%
parents who oppose the Standards, 33% say the Common Core Stan-
believe the Obama administration was involved. The three primary
dards do not address all student needs or allow students to learn at
groups responsible for the Standards, education experts, business
different rates. 21% of those opposed say the Standards are misguided,
leaders, and governors, were only identified by a small number of
and either too rigorous or too easy. For more information on why
parents as the responsible parties.
parents support or oppose the Common Core State Standards, see
Parents’ perceptions of who created the Standards were sometimes
Figures 1 and 2.
further exaggerated based on whether or not they support or oppose
Only 9% of parents say they have been invited to campaign against the
the Standards. 40 % of those who strongly oppose the Standards
Standards, mostly via social media, signing a petition, or attending a
believe they were created by “the Obama Administration,” versus only
political rally or protest.
10% of those who strongly support. For more detailed information
on parents’ perceptions of the source of the Common Core State
Opinion Trends about the Common Core State Standards
Standards, see Table 1 .
Further survey questions show supporters and opponents of the
table
1
Standards often disagreed drastically on the value or impact of the
Standards. In some cases, supporter and opponent responses show
Parents’ Perceptions of Who Created the
Common Core State Standards
shared misconceptions of the Standards.
parents Parents
who
who
strongly Support
support
Misconceptions about the Common Core State Standards
Obama Administration
The Common Core State Standards were developed by education
experts, business leaders, and governors and state governments, not
bush Administration
by the federal government. They provide year-by-year standards for
U.s. department of education
students to prepare them for college and career when they finish
state departments of education
high school. The Standards do not mandate a specific curriculum, but
local school or district
rather leave curriculum entirely up to local educators.
council of chief state school officers
However, responses show most parents do not understand this. 61%
education experts
of parents believe the Standards will result in an increase of federal
powers in education, and 55% of parents believe that integration of the
governors
Standards will involve the federal government testing and collecting
data on students each year. Contrary to the nature of the Standards,
state superintendents/chiefs of
education
59 % of both groups also believe the Standards mandate specific
united nations
lesson plans, potentially including mandated reading lists and teacher
business leaders
instructions.
don’t know
Similarly, parents who both support and oppose the Standards share a
Parents Parents
who
who
Oppose strongly
oppose
10%
5%
50%
41%
11%
21%
32%
18%
21%
11%
7%
46%
38%
10%
16%
29%
18%
20%
26%
13%
53%
28%
6%
8%
17%
17%
17%
40%
14%
56%
21%
5%
7%
14%
19%
19%
3%
9%
8%
3%
12%
14%
7%
8%
13%
19%
12%
14%
Some parents also share a misunderstanding as to whether or not
misconception about the origin of the Standards. Despite the fact that
personal student data will be tracked as part of the Standards, and
the Standards originated with state governments and business leaders,
what types. While 64% of parents say no personal student data will
47% of parents, whether for or against the Standards, believe the U.S.
be tracked as part of the Standards (including 66% of supporters
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4. and 56% of opponents), the remaining percentages believe personal
Opposing Views: Contrasts for Supportive versus Opposed
information will be kept on each student. 34% of parents who oppose
On the other hand, those who strongly support versus strongly
the Standards believe health care history will be tracked for each
oppose the Standards differ dramatically and significantly in several
student, and 24 % believe student records will report whether or not
ways. From the outset, 21% of those who strongly oppose the Stan-
the student was born prematurely. 26% also believe religious affiliation
dards report being very informed regarding the Standards, compared
will be tracked. For more detailed information on parents’ perceptions
on personal student data tracked as part of the Common Core State
to the 50% of those who strongly support the Standards.
Standards, see Figure 3.
Media consumption by each group highlights this discrepancy. Those
who strongly support the Standards report spending an average of
Parents’ Beliefs on the Types of Personal Student Data Federal Authorities Will Collect Under the Common Core State
Standards Sorted by Parents’ Support or Opposition
3.68 hours a week reading printed newspapers, nearly three times
the amount reported by those who strongly oppose the Standards,
with an average of only 1.33 hours. Similarly, strong supporters of the
Health care history
26%
24%
Standards report spending an average of 6.35 hours a week watching
TV news, one-third more than those who oppose, who reported an
34%
average of 4.78 hours a week. In Internet-based news, strong support-
whether student was born prematurely
17%
14%
ers of the Standards report an average of 5.42 hours a week reading
online news, and opponents to the Standards report an average of 4.73
24%
hours a week.
Religious affiliation
15%
11%
Supporters and opponents also differed in their perceptions of how
All Parents
26%
the Standards were developed and will be administered. 92% of
Parents who
oppose
12%
13%
11%
those who strongly support the Standards believe states will have
Parents who
support
Blood Type
strongly oppose the Standards believe states will have no flexibility.
some or total flexibility implementing, whereas 42% of those who
81 % of those who strongly support the Standards agree they are more
eye color
12%
11%
rigorous than the prior standards they replace, whereas 49% of those
who strongly oppose the Common Core State Standards disagree
15%
with that statement. 32 % of those who strongly support the Stan-
Hair color
dards report they were developed by “education experts,” versus only
fig. 3
10%
9%
14% of those who strongly oppose the Standards. 41% of those who
14%
strongly support the Standards report the Standards were created by
“state departments of education,” compared to only 21% of those who
None of the above
56%
64%
strongly oppose—nearly half as many. For more detailed information
661%
on perceptions among those who support the Standards vs. those who
oppose them, see Table 2.
Note: “Strongly Support” and “Strongly Oppose responses are included within the general
categories of “Support” and Oppose.”
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5. table
2
Perhaps most poignantly, in response to a yes/no item, 92 % of
Common Core State Standard Perceptions by
Supporting and Opposing Parents
those who strongly support the Standards responded “yes” that the
Standards were developed based on educational research and data,
whereas only 56% of those strongly opposing responded “no.”
Parents parents
who
who
strongly SUpport
Support
Parents
Who
oppose
Parents
whos
Strongly
Oppose
believe the federal government will
test and collect data on students
each year
63%
66%
79%
Had been invited to campaign against
the standards
16%
11%
2%
2%
believe the standards mandate
specific lesson plans
66%
64%
59%
65%
likelihood to vote
87%
87%
96%
85%
88%
78%
70%
70%
report being very informed about
the standards
50%
27%
13%
21%
believe the standards are based on
education research and data
92%
82%
44%
37%
believe states have no flexibility in
implementing the standards
8%
9%
44%
42%
Believe the standards are more
rigorous than prior standards
72%
72%
46%
46%
Believe the standards are an
expansion of federal powers
56%
57%
79%
91%
standards will make the u.s. more
globally competitive
84%
71%
8%
2%
well. 66% of those who strongly support the Standards identify them-
believe the child will benefit because
of standards
89%
74%
7%
7%
only 39 % of those who strongly oppose the Standards identify them-
do not believe students receive same
quality of education regardless of
where they live and attend school
39%
60%
89%
7%
believe the standards will have
a positive impact on students’
preparation for college and a career
88%
73%
9%
5%
average hours reading print
newspapers
3.86
3.48
2.22
1.33
average hours watching tv news
6.35
5.42
5.75
5.01
5.2
4.05
4.78
4.73
have children attending public
school
average hours reading online news
52%
The opposing groups represent polar opposites on a host of perspectives regarding also the impact the Standards would have on students.
68% of parents agree that children in different states do not receive
the same quality of education, but they do not agree on whether or not
the Common Core State Standards would improve this discrepancy.
74% of parents who support the Standards say children will benefit
because of the Common Core State Standards, while 85% of opponents to the Standards believe children will not benefit as a result of
the Standards.
88 % of those who strongly support the Standards believe they will
have a positive impact on students’ preparation for college and career,
while 84% of those who strongly oppose the Standards believe they
will have a negative impact. 84% of those who strongly support the
Standards believe they will make the US more globally competitive,
while 86 % of those who strongly oppose the Standards believe they
will not have that effect.
Opposing viewpoints on the Standards differ on political grounds as
selves as being either Democrat (34%) or Republican (32%), whereas
selves with one of the two most prominent political parties. Rather,
60% of those who strongly oppose the Standards identify themselves
as being either Independent (30%), no political affiliation (16%), or
other (14 %).
Based on these survey data, Table 3 reflects a possible though not
exhaustive general profile of supporters and opponents of the
Common Core State Standards.
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6. table
3
Conclusion
Profile of Potential Supporters and Opponents
of the Common Core State Standards
Contrary to claims by special interest groups and media outlets,
survey results show the majority of parents nationwide support the
Parents who support
Parents who oppose
Common Core State Standards. However, misconceptions about the
Education level
Bachelors degree
Bachelors degree
Standards still exist among supporters and opponents alike, includ-
Income
$50,000 to $99,999
$50,000 to $99,999
ing the origin of the Standards, the role of the federal government in
political affiliation
democrats/republican
independent
them, and the tracking of personal student data. Divisions between
location
western united states
southern united states
supporters and opponents show most prominently on questions
Who do you Believe
created the standards?
u.s. department of
education or the state
department of education
obama administration or
the u.s. department of
education
about the way the Standards will impact students. They also differ in
How did you first hear
about the standards?
newsletters/mailer/phone
call/email/website
local or national news
Will the standards
help make the u.s. more
globally competitive?
yes, it will make the u.s.
more competitive
no, it will not make the u.s.
more competitive
will the standards have positive
an impact on students’
preparation for college
and a career?
negative
are the standards
based on educational
research and data?
yes
no
Are the standards a
curriculum mandating
specific lesson plans?
yes
yes
Are the standards an
expansion of federal
powers in education?
yes
yes
yes
do you believe the
government will collect
and track student data?
yes
Will your child/children yes
benefit because of the
standards?
no
Do you believe students
across the U.S. receive
the same quality of
education?
no
no
are you likely to vote?
yes
yes
average hours reading
print newspapers
3.48
2.22
average hours reading
online news
5.01
their personal news consumption and declared political affiliation.
4.05
average hours watching 5.75
tv news
5.2
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