Arkansas Teacher Survey Results TEACHER SURVEY in Arkansas Results




May, 2003


Total of Five School Districts 460 Teachers in Arkansas

School Size Range From Less than 500 to over 2000

Excellent Return Thirty-Seven Percent

May,. 2003


Note:  The number at the  end of  each item is the number on the actual survey.


96%- The new educational reforms have been a top down approach with educational bureaucrats and/or legislators making most or all of the significant decisions (as opposed to teacher input.)  (#7)

95% -  In recent years our schools are experiencing more government control (as opposed to local control.)  (#1)

93%  The Arkansas content standards and benchmark tests are not well designed for low achieving students and will increase the gap between lower achieving and higher achieving students. (#22)

92% The educational reforms are not addressing the real issues needed to provide a better education for students. (#25)

90% Consolidation is not the answer to providing a better quality of education in Arkansas. (#20)


88%  Teacher morale is as low, or lower, than it has ever been during my teaching career. (#21)

88% -  Smart Start, the testing system in Arkansas, and other educational reforms are confusing, complex, and easily misinterpreted by educators, board members, and the public.  (#18)

88% - The State Department of Education is placing too much emphasis on test scores and coercing teachers to teach to the test.  (#5)

80%  Other aspects like more stringent discipline, more freedom to use teacher's own curriculum, less emphasis on testing, and other factors would rate higher, or much higher, as components need to improve quality of education than more course offerings or an enriched curriculum. (#24)

87% - The recent educational reforms have contributed to more job dissatisfaction or caused me to look for other employment (#11).



78% - State mandated ACSIP staff development is of little value in improving student achievement and is an ineffective use of teachers' time.  (ACSIP is the name of  the mandated state improvement plan that states have to design.) (#8)

85% - An accountability system that rewards individual teachers or schools for improved test scores will have more negative consequences than positive (such as placing too much emphasis on test items, causing more cheating, and demoralizing teachers.) (#15)



87% - Competition in the form of classroom activities,  grades, and scholarships increases academic achievement and improves the educational environment. (#12)

74%- Aligning school curriculum with state tests may make test scores look better but actually provide less education. (#4)

75% - Money spent on new and/or national certification will not increase the teacher's ability to improve the quality of education and will be an ineffective use of scarce funds. (#16)

71%  I can no longer recommend the teaching profession as a good career choice. (#23)

64% - Traditional letter grades and percentages are still the most effective forms of reporting achievement. (as opposed to portfolios, rubrics, and checklists. (#13)

65% State and/or federally required teacher staff development programs and workshops are of little value and are a poor use of taxpayers' money (#2)


See Actual Survey Questions

See Results of Similar Survey of Approximately 700 Teachers

Educational Issues








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