Types of Education Reform Activities Teachers Are Implementing in Their Classes

Teachers were also asked to report the extent to which they were implementing specific activities associated with education reform in their classes (Table B-2, Part 2, Part 3, Part 4, Part 5, Part 6).

Teachers reported incorporating instructional strategies aligned with high standards (56 percent) and assisting all students to achieve to high standards (52 percent) in their classes to a great extent more frequently than the other reform activities. Elementary school teachers (61 percent) were more likely than middle school teachers (49 percent) and high school teachers (44 percent) to report assisting all students to achieve to high standards to a great extent (Figure 2 and appendix Table B-2, Part 2, Part 3, Part 4, Part 5, Part 6).

About one-third of teachers reported implementing certain other activities to a great extent, including:

• Using curricula aligned with high standards (38 percent);
• Using textbooks or other instructional materials aligned with high standards (36 percent); and
• Providing students or parents with examples of work that are successful in meeting high standards (30 percent).

Fewer teachers (20 percent) reported using authentic student assessments to a great extent. The smallest percentage of teachers reported implementing innovative technologies such as the Internet and telecommunications-supported instructions to a great extent (7 percent; Table 2). and appendix Table B-2, Part 2, Part 3, Part 4, Part 5, Part 6).

Of the seven reform activities listed, teachers were asked to identify the three areas for which information was most needed (Table 2). Innovative technologies was listed most frequently by teachers (79 percent). Next most frequently mentioned was using authentic student assessments such as portfolios that measure performance against high standards (53 percent of teachers).

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