This report by the RAND Corporation examines teachers’ familiarity with the math standards, as well as the kind of professional development needed for teachers to appropriately teach these standards. RAND relied upon data from two new survey tools, the American Teacher Panel and the American School Leader Panel–which use periodic surveys of a representative sample of educators across America. Notably, the data included were from math teachers–as well as from science, social studies, and English Language Arts teachers, who are all expected to address math standards in their classrooms. One of the report’s key findings was that non-mathematics teachers self-reported less familiarity with the standards than math teachers. This might suggest the need to prioritize mathematics-focused professional development for non-mathematics teachers who address math in the course of their instruction.
Read it here.