Educators Perceptions and Knowledge of the Common Core State Standards

Abstract

The success of educational reform efforts is dependent on the knowledge and perceptions of those who are responsible for implementing the reforms. Yet, studies of how much educators know about educational reform initiatives and their perceptions of the initiatives are rare. We addressed this gap in the literature by assessing over 300 K-12 educators’ knowledge and perceptions of the Common Core State Standards (CCSS). We found moderate levels of knowledge and perceptions. Although seemingly obvious, we gathered empirical evidence documenting the relationship between perceptions and knowledge of the CCSS and associated professional development. Our participants rated school districts high as a primary and trusted source of information about the CCSS, while colleges of education were rated low. Results are discussed and implications presented.