Study highlight reveals many parents might not understand how academically behind students are
SALT LAKE CITY, June 27, 2022 /PRNewswire/ — Structurethe creators of Canvas, today released their 2022 State of K-12 Teaching and Learning research report, which provides an overview of the latest trends in K-12 education. As educators enter a post-pandemic era, new educational technologies and instructional strategies have changed teaching and learning at an unprecedented rate. However, the impact of COVID-19 is still affecting student engagement, motivation, and achievement, and the lasting impact on teachers is perhaps greater than ever.
The study found that parents might not understand how academically behind students are. A small proportion of parents (27%) believe their children are significantly or significantly behind, while administrators and teachers are much more likely to believe this (51% and 62%, respectively). Likewise, parents don’t seem to realize how much engagement has been impacted. Only half of parents (45%) say it has been difficult to maintain engagement compared to a large majority of administrators and teachers (77% and 81%, respectively).
“The K-12 community has faced immense challenges over several school years,” said Goble of Trenton, vice president of K-12 strategy at Instructure. “However, educators and students have continued to move forward, adapting to change and evolving their practices. As school districts plan for the next school year and beyond, we hope that District leaders, school administrators, and teachers will find the information helpful as they consider how best to engage students, support their schools, and enhance every student’s learning journey.”
The research revealed six key trends that parents and educators across the country believe are important to K-12 teaching and learning:
1. High quality teaching is the key ingredient to high quality learning.
Parents want to know that when their children are in school, they are with teachers who care about their overall well-being and who have the knowledge and resources to support their learning.
- An overwhelming 95% of parents and educators agree that student-teacher relationships are one of the most influential social/emotional factors in student achievement. There is an almost universal consensus among administrators (97%) and teachers (98%).
- Almost all administrators and teachers agree that quality staff (97% and 98%, respectively) and engaging teaching (96% and 97%, respectively) have the most impact on student success.
2. Student engagement is (still) the #1 measure of success.
Educators continue to find that student engagement (94%) and attendance (91%) are the most important metrics for measuring student success and are expected to be the most important over the next year (73% and 66%, respectively) – results consistent with 2021 respondents. At the same time, the emphasis is once again placed on the academic success of the students. Technology that supports engagement continues to play an important role in teaching and learning.
3. Changes need to be made to our approach to evaluation.
As teachers and students continue to feel pressure around high-stakes standardized tests, their perceived value continues to decline. Although standardized test scores remain the least important measure of student achievement among educators and parents, their relative importance has increased since 2021. School districts are increasingly taking a balanced approach to assessment.
- In terms of measuring student achievement, respondents view standardized test scores as the least important of 14 factors, at just 37% (down from 29% in 2021).
- For parents, standardized test results are the least important factor when it comes to evaluating their child’s success at 41%, a 22% decrease from our 2021 study (63%).
4. Hybrid and digital teaching and learning are here to stay.
With the return to in-person learning, the continued use of technology in the classroom supports innovative instructional strategies that prepare students for 21st century skills. We anticipate hybrid teaching and learning to be the new normal for schools and districts in the future.
- Some 90% of parents, 91% of administrators and 94% of teachers agree that personalized instruction has an impact on student success. And 68% of parents think technology is beneficial for providing access to individualized programs.
- Self-paced learning is also a priority for many, with 84% of parents, 71% of administrators and 77% of teachers agreeing that it has at least a moderate impact on achievement.
5. Progress is being made to achieve equity in education, but there is still work to be done.
While the pandemic has exposed many inequities in K-12 education, it has also forced educators to address those inequities. CARES funding and CRRSA COVID relief programs have provided the funds needed to adopt technology that promotes equitable learning experiences for all students.
- Funding to facilitate digital learning (2021: 52% 2022 63%; 11% increase) should remain a top priority for future funding.
- Despite this funding, 20% of administrators and 31% of teachers still report that insufficient equipment or lack of access to devices is a top challenge or concern when it comes to technology solutions. Notably, the percentage of respondents reporting this concern has decreased from 39% in 2021.
- While the majority of parents in 2021 said their children received support from their neighborhood in the form of tools/devices (56%), the number dropped in 2022 to 44%.
6. Technology is no longer a “nice-to-have”. It’s essential to innovative K-12 pedagogy.
Technology’s most important role and primary benefits continue to be rooted in its ability to help recreate basic classroom experiences like communication and high-quality instruction.
- Eighty-eight percent of respondents agree that the availability of technology has an impact on student achievement, while 86% believe that the use of educational technology resources has an impact on student achievement.
- Use has increased for assessment management systems. Some 69% of administrators and 53% of teachers report using such a system in 2022, compared to only 41% of educators reporting the same in 2021.
- Parents rate technology as equally important to all aspects of the learning experience (67% to 80%), but communication between students and parents is most important (80% and 79%, respectively ).
Structure developed the State of Teaching and Learning in K-12 Education Survey in coordination with Hanover Research. The survey was carried out in March 2022 and has been cleaned and analyzed by Hanover Research. After fielding and data cleaning, the study consisted of 1,379 qualified and completed responses from 498 parents, 533 teachers, and 378 school or district administrators. The data cut into cross tables by role, region and district urbanity. We performed statistical significance tests on all segments with a 95% confidence level using a Z-test with p = less than 0.05 and a margin of error of +/- 1% for the overall sample size. If you have any questions regarding the methodology or the underlying data, please contact us at student firstname.lastname@example.org.
Structure (NYSE: INST) is an education technology company dedicated to improving student success, amplifying the power of teaching, and inspiring everyone to learn together. Today the Structure The learning platform supports tens of millions of teachers and learners around the world. Learn more about www.instructure.com.
This press release contains “forward-looking” statements, which are subject to the safe harbor provisions of the Private Securities Litigation Reform Act of 1995, including statements regarding the potential, timing and examples of any strategic alternatives. These statements are not guarantees of future performance, but are based on management’s expectations as of the date of this press release and on assumptions that are inherently subject to uncertainties, risks and changes in circumstances that are difficult to predict. . Forward-looking statements involve known and unknown risks, uncertainties and other factors that could cause actual results, performance or achievements to be materially different from future results, performance or achievements. Important factors that could cause actual results to differ materially from those expressed or implied by such forward-looking statements include the risk factors described in the company’s most recent Annual Report on Form 10-K and subsequent quarterly report on Form 10-Q and other documents. filed with the Securities and Exchange Commission could cause actual results to differ materially from expectations. All information provided in this press release speaks as of the date hereof and Structure assumes no obligation to update this information, except as required by law.
SOURCES: Instructure, Web
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