Fall Baseline Teacher Survey

APPENDIX B
Fall (Baseline) Teacher Survey

Dear Teacher,
As you know, you and your school are participating in the Evaluation of Mathematics Curricula.
Mathematica Policy Research, Inc. (MPR), along with SRI International, is conducting the study
for the U.S. Department of Education’s Institute of Education Sciences. As part of the study, we
are gathering information about your experiences with the curriculum you are piloting and the
training and support you have received, along with some background information about you.
We greatly appreciate your participation in this study, and, as part of that participation, we ask
you to complete the enclosed questionnaire. All of the information that you provide will be kept
confidential and used for research purposes only. No one at your school will see your responses,
and you will not be identified in any report or presentation. While your participation in this
study is voluntary, it is very important that you complete the questionnaire. With only a few
hundred teachers in the study this year, every response is critical in understanding teachers’
classroom experiences.
As a thank you, you will receive a check for $30 once you have returned the completed
questionnaire. Please use the enclosed envelope to mail the survey by November 9, 2008.
If you have any questions, please contact Melissa Thomas toll- free at 866-869-3187, or by e- mail
at mthomas@mathematica- mpr.com.
Thank you for your help with this important study.
Sincerely,

Roberto Agodini
Study Director

FALL 2008 TEACHER SURVEY
NATIONAL EVALUATION OF ELEMENTARY MATHEMATICS CURRICULA
U.S. DEPARTMENT OF EDUCATION

TEACHERS: IF ABOVE INFORMATION IS INCORRECT,
PLEASE MAKE CORRECTIONS DIRECTLY ON LABEL

Please return the completed form to:

If you have questions, please contact:

Evaluation of Elementary Mathematics Curricula
Mathematica Policy Research
707 Alexander Road, Building 3, Suite 304
Princeton, NJ 08540

Alisa Ainbinder
Phone: 866-869-3187
Fax: 202-863-1763
E-mail: aainbinder@mathematica-mpr.com

This survey is authorized by the U.S. Department of Education (P.L. 20 U.S.C. 1221e-1) and the Confidential
Information Protection and Statistical Efficiency Act of 2002. These laws require that the survey sponsor treat
all information you provide as confidential. The information you provide will be used only for research and
statistical purposes by the survey sponsor, its contractors, and collaborating researchers for the purpose of
analyzing data and preparing scientific reports and articles. Any information publicly released (such as
statistical summaries) will be in a form that does not personally identify you. Your response is voluntary.
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of
information unless such collection displays a valid OMB number. The OMB control number for this survey is
1850-0813. The time required to complete this survey is estimated to average 30 minutes per response. If
you have any comments concerning the accuracy of the time estimate or suggestions for improving this form,
please write to: U.S. Department of Education, Washington, DC 20202-4651. If you have comments or
concerns about the content of this questionnaire, contact Melissa Thomas (phone: 866-869-3187, e-mail:
mthomas@mathematica-mpr.com).

OMB NO: 1850-0813
EXPIRATION DATE: xx/xx/xxxx
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INSTRUCTIONS
Many of the questions on this survey ask for information about the assigned curriculum.
This refers to the math curriculum you were assigned to use this year as a participant in
the Evaluation of Elementary Mathematics Curricula.
Some of the questions on this survey ask for information about your target class.
•

If you teach math to one class or one group of first-, second-, or
third-grade students, this is your target class.

•

If you teach math to more than one class or to multiple groups of first-,
second-, or third-grade students, please answer questions about your
target class for ONE of these classes. You will be mailed additional
forms that allow you to provide class-specific information for your other
first-, second-, or third-grade math classes.

This survey is designed to collect information from teachers who provide either primary
math instruction or supplemental math instruction (e.g., as a resource teacher or as
someone who works with English language learners, students with special learning needs,
etc.) to first-, second-, or third-grade students.

Important note:
Please use a BLACK pen. Blue or red pens and pencil cannot be read by our scanners.
When asked to mark boxes, make an "X" through the box.
Sample:
Right
Wrong
Use block printing when you complete any text or numeric responses.
If you wish to change a response, please mark the correct response and CIRCLE it.

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YOUR ROLE IN MATH INSTRUCTION
1. Do you teach math to first-, second-, or third-grade students at this school?
Yes
No

J

If you do not teach math to first-, second-, or third-grade students, you do not need to
complete this survey. Please describe your duties at the school or district, and return
the survey in the enclosed envelope.

2. Which of the following best describes your role at this school? Mark (X) only one box.
Regular classroom teacher

J SKIP to Question 4

Resource or special education teacher who provides primary math instruction

J SKIP to Question 4

Resource or special education teacher who provides supplemental math instruction
English language learner (ELL) teacher
Teacher’s aide
Student teacher
Other

J

Please specify:

3. If you provide supplemental math instruction to first-, second-, or third-grade students,
list the different teachers of the students with whom you work, and indicate the number
of first-, second-, or third-grade students you work with from each teacher's class.
Regular classroom teacher

Number of first-, second-, or
third-grade students

Name
Name
Name
Name
Name
If you work with first-, second-, or third-graders from
more than five classrooms, please mark (X) this box:
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CURRICULUM TRAINING AND RESOURCES FOR TEACHING MATH
4. Did you participate in the initial training on how to use the assigned math curriculum in
the summer or fall of 2008?
Yes
No

J SKIP to Question 6a

5. Overall, how well did the initial training and/or support you received from the publisher
prepare you to use the assigned curriculum with your students? Mark (X) only one box.
Very well
Adequately
Somewhat
Not at all

6a. Since the start of this school year, has any follow-up training or on-site support from the
publisher of the assigned curriculum been available to assist you in teaching math?
Yes

J SKIP to Question 7
Don't know J SKIP to Question 7
No

6b. Since the start of this school year, have you participated in follow-up training or on-site
support from the publisher of the assigned curriculum?
Yes
No

J SKIP to Question 7

6c. Since the start of this school year, how many hours have you spent participating in
follow-up training or on-site support from the publisher of the assigned curriculum?
hours

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7.

To what extent are the following materials from the assigned curriculum available for
your use in teaching math? Please choose the answer that best describes the extent to
which you have access to these materials. Mark (X) one box for each row.
NOT APPLICABLE
- The curriculum Materials
does not have such are not
available
materials

a. Teaching guide or teacher's manual

NA

b. Student textbooks, workbooks, or
worksheets

NA

c.

NA

Manipulatives

d. Supplemental student materials
recommended by the publisher
(math literature, calculators, etc.)

NA

e. Supplemental classroom materials
recommended by the publisher
(number line, calendar, etc.)

NA

Materials are
dedicated for
use with my
students only

Materials are
shared with
other teachers
at my school

PRIOR PROFESSIONAL DEVELOPMENT IN MATH
8. During the 12 months prior to the start of this school year (2008-2009), did you
participate in any professional development activities on the following math topics that
were NOT provided by the publisher of the assigned curriculum (COLUMN A)? If yes,
how many hours did you spend on these activities (COLUMN B)? Include courses you
have taken for recertification or advanced certification, workshops sponsored by your school or
district, conferences, or other training that is relevant to your teaching of math.
For each row, mark (X) one box in Column A. If you answer "Yes," then mark (X) one box in
Column B for that row.
Professional development topic

COLUMN A:
Participation

a. Math instruction

Yes

No

b. Math content

Yes

No

Performance standards in
math education

Yes

No

d. Other math-focused
professional development

Yes

No

c.

COLUMN B: Number of hours of participation
8 or
More than
9-16
33-40
fewer
17-32
40

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9.

During the 12 months prior to the start of this school year (2008-2009), what were the
sources of your professional development in math? Mark (X) all that apply.
Workshops or training provided by your school or district
Coursework taken toward a credential for teaching
University coursework in math or math instruction, not including coursework for a credential
Activities such as conferences or working groups about math
Meeting with colleagues on a regular basis about math (e.g., to discuss instructional
approaches, assessment, etc.)
Other

J

Please specify:

Did not participate in professional development in math

PREPARATION FOR MATH INSTRUCTION
10.

How well prepared are you to do the following during math instruction, based on your
experience, education, and training? Mark (X) one box for each row.
Not
prepared

Somewhat
prepared

Adequately
prepared

Very well
prepared

a. Demonstrate mathematical concepts and
procedures to students.
b. Respond to students' mathematical errors.
c.

Prompt students to explore a concept or
procedure, before it is first demonstrated.

d. Prompt students to demonstrate a procedure
or explain a concept to other students.
e. Teach a class in which students use
manipulatives.
f.

Teach a class in which small groups of
students work on collaborative activities.

g. Differentiate instruction for individual
students or small groups.
h. Allow students to practice math facts using
manipulatives, pictures, or diagrams.
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11. In this item, we are interested in the types of discussions you are prepared to facilitate
during math instruction. Please indicate how well prepared you are to do the following,
based on your experience, education, and training. Mark (X) one box for each row.
Not
prepared

Somewhat
prepared

Adequately
prepared

Very well
prepared

a. Facilitate discussions that allow students to
explain their answers.
b. Facilitate discussions that enable students to
offer or share multiple approaches to solving a
problem.
c.

Facilitate discussions that enable students
to raise mathematical questions and/or
discuss mathematical concepts.

d. Facilitate discussions that encourage
students to reference other students'
ideas in their comments.

12. Please read the options below. Indicate which best describes your role as a math
instructor, and follow the instructions associated with that response.
Mark (X) only one box.
I am a teacher or aide who is responsible for providing regular math instruction to one
target class.
Proceed to Question 13

J

I am a teacher or aide who is responsible for providing regular math instruction to
Proceed to Question 13, AND answer questions
more than one target class.
about your target class for one of these classes. You will be mailed additional forms
that allow you to provide information for Questions 13-22c, 25, and 26 for each of
your target classes separately.

J

I am a teacher or aide who provides supplemental math instruction to students in one
or more target classes. (This includes resource teachers and those who work with
English language learners, students with special learning needs, etc.)
SKIP to Question 29

J

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MATH INSTRUCTION IN YOUR TARGET CLASS
13. Which of the following best describes the grade(s) you teach in your target class?
If you teach more than one target class, please think of ONE of these classes.
Mark (X) only one box.
Kindergarten and Grade 1

Grade 3 only

Grade 1 only

Grade 3 and Grade 4

Grade 1 and Grade 2

Other

J

Please specify:

Grade 2 only
Grade 2 and Grade 3

14. How many first-, second-, and/or third-grade students are currently enrolled in your
target class? If you teach more than one target class, please also specify on the line provided
the name of the class you are considering your target class on this survey (e.g., Period 1 math,
or Mrs. Tanaka's class).
second-grade students

first-grade students

J

third-grade students

Name of target class:

15. Approximately how many first-, second-, and/or third-grade students in your target class are:
High math achievers:

first-grade

second-grade

third-grade

Average math achievers:

first-grade

second-grade

third-grade

Low math achievers:

first-grade

second-grade

third-grade

16. Approximately how many first-, second-, and/or third-grade students in your target class
have an Individualized Education Plan (IEP)?
Students with an IEP:

first-grade

second-grade

third-grade

17. Approximately how many first-, second, and/or third-grade students in your target class are:
Limited English proficient:

first-grade

second-grade

third-grade

English proficient or
native English speakers:

first-grade

second-grade

third-grade

18. On average, how many minutes per week do you spend preparing to teach math to your
target class, using the assigned curriculum (including lesson planning, grading student
work, etc.)?
minutes per week

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19.

On average, how many days per week do you teach math to your target class?
days per week

20.

For approximately how many minutes each day do you teach math to your target class (on
the days that you teach math)?
minutes per day (on the days you teach math)

21a. Are you using the assigned curriculum as your core math curriculum? (Your assigned
curriculum is indicated on the label of the survey cover.)
Yes
No

J SKIP to Question 22a
J If no, please specify the name/publisher of your core curriculum:

21b. If you are not using the assigned curriculum as your core math curriculum, please explain
why:

22a. Do you use other math curricula in addition to the core curriculum with your target class?
This can include materials that are teacher-created or not-yet-published.
No
Yes

J
J

SKIP to Question 23a
Please specify the name(s) and publisher(s) of the curricula:

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22b. For what purpose(s) are the curricula specified in Question 22a being used with your
target class? Mark (X) all that apply.
Remediation with a small group of students
Remediation with the entire class
Enrichment with a small group of students
Enrichment with the entire class
As a replacement for selected units or lessons in the assigned curriculum
As a supplement to units or lessons in the assigned curriculum
Other

J

Please specify:

22c. How often do you supplement the core curriculum with materials or math problems from
other sources? Mark (X) only one box.
Almost daily
Once or twice a week
Once or twice a month
Less than once a month
Never

23a. Have you used the curriculum assigned to you by the study in a primary grade (K-3) prior to
this school year?
Yes
No

23b. If you taught math in a primary grade (K-3) last year (in 2007-2008), please indicate the
math curriculum you used. Mark (X) only one box.
I did NOT teach math in a primary grade (K-3) last year

J

SKIP to Question 24a

I used the following math curriculum last year (please specify the name and publisher
of the curriculum). If you used more than one curriculum last year, please list
them in order of most used to least used:

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23c. Please indicate the approximate number of years that you used the curriculum listed first
in Question 23b.
years

YOUR SCHOOL'S INSTRUCTIONAL CLIMATE
24a. Is there a school math coach or district specialist available to assist you in teaching math?
Mark (X) only one box.
Yes

J SKIP to Question 25
Don't know J SKIP to Question 25
No

24b. How accessible to you is the school math coach or district specialist? Mark (X) only one box.

Not at all

Rarely

Sometimes

Almost always

Don't know

24c. Is the school math coach or district specialist knowledgeable about the assigned
curriculum you are using? Mark (X) only one box.
Yes
No
Don't know

25.

Is there another teacher (such as a math resource teacher, special education teacher, or
English language learner teacher) who routinely assists in teaching math to your target
class?
Yes
No

26.

Is there another adult (such as an aide, assistant, or volunteer) who routinely assists you when
you are teaching math to your target class?
Yes
No

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27.

This question concerns how teachers interact in your school. Please indicate about how
many teachers in your school do each of the following. Mark (X) one box for each row.
No
teachers

Some
teachers

Most
teachers

All
teachers

Don't
know

a. Work together to develop curriculum
and instructional materials
b. Observe each other teaching
c.

Offer advice or help to each other

d. Share ideas on teaching
e. Promote new or innovative teaching
practices

28.

Consider the conditions for teaching math in your school. Indicate how strongly you
agree or disagree with the following statements. For questions that ask about teachers,
please think about all other teachers at your school. Mark (X) one box for each row.
Strongly
disagree

Disagree

Agree

Strongly
agree

a. I feel supported by other teachers to try out
new ideas in teaching math.
b. Administrators at this school promote
innovations in math education.
c.

Teachers in this school regularly share
ideas about math instruction.

d. There is a lot of disagreement among
teachers about how to teach math.
e. I regularly work with other teacher(s) at my
school on math curriculum and instruction.
f.

A specialist in math education regularly
works with teachers in this school.

g. Most curriculum changes introduced at this
school gain little support among teachers.

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APPROACHES TO TEACHING MATH
29.

Please indicate how strongly you agree or disagree with the following general
statements about teaching math. Mark (X) one box for each row.
Strongly
disagree

Disagree

Agree

Strongly
agree

a. Whenever students ask how to solve a math
problem, teachers should provide a thorough
explanation.
b. Formative assessments are an important means of
documenting students' learning (e.g., observations
of student work to gauge student progress).
c.

It is important that students not have mathematical
misconceptions at the end of a lesson.

d. Students learn from one another when they work
together on math problems.
e. Students should demonstrate mastery of one math
concept before proceeding to the next concept.
f.

Students learn math best when they share their
reasoning about a math problem with other
students.

g. It is important that teachers observe and listen to
how students think about math.
h. A math concept is learned best if it is grounded in
real life when it is first introduced.
i.

Teachers should emphasize computational skills.

j.

Teachers should clearly model to students how to
solve a type of problem they have never seen
before.

k.

Students should primarily work individually in math
to ensure that they master skills and are able to
work on their own.

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YOUR BACKGROUND
30. Including the 2008-2009 academic year, how many years have you worked full-time as
a teacher? If you have not taught full-time, please enter "00."
Total years
Years in primary grades (K-3)
Years at your present school

31a. Which of the following describes the teaching certificate you currently hold in this
state? Mark (X) only one box.
Regular or standard state certificate or advanced professional certificate
Probationary certificate (the initial certificate issued after satisfying all requirements
except the completion of a probationary period)
Provisional or other type given to persons who are still participating in an "alternative
certification program"
Temporary certificate (requires some additional college coursework and/or student
teaching before regular certification can be obtained)
Emergency certicate or waiver (issued to teachers who do not have regular
certification who need to complete a regular certification program in order to continue
teacher)
I do not have any of the above certifications in this state

J SKIP to Question 32a

31b. In what content area does the teaching certificate specified in Question 31a allow you to
teach in this state? For some teachers, the content area may be the grade level (elementary
general, secondary general, etc.).
Record the 4-digit code and content area from Table 1 on page 15.
Code

Content area:

31c. To which of the following grade ranges does the teaching certificate specified in Question
31a apply? If the teaching certificate applies to grades K-12, please select both "Elementary
grades" and "Secondary grades." Mark (X) all that apply.
Elementary grades (may include early childhood, preschool, and/or kindergarten)
Secondary grades (may include middle school)
Ungraded

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Table 1
Certification Content Area Codes
Elementary Education
4101 Early childhood/Pre-K, general
4102 Elementary grades, general

Mathematics and Computer Science
4190
Mathematics
4197
Computer science

Secondary Education
4103 Middle grades, general
4104 Secondary grades, general

Natural Sciences
4210
Science, general
4211
Biology/Life sciences
4212
Chemistry
4213
Earth sciences
4216
Physical science
4217
Physics
4218
Other natural sciences

K-12 Education
4105 Grades K-12, general
Special Education
4111 Special education, general
4112 Autism
4113 Deaf and hard-of-hearing
4114 Developmentally delayed
4115 Early childhood special education
4116 Emotionally disturbed or behavior disorders
4117 Learning disabilities
4118 Mentally retarded
4119 Mildly/Moderately disabled
4120 Orthopedically impaired
4121 Severely/Profoundly disabled
4122 Speech/Language impaired
4123 Traumatically brain-injured
4124 Visually impaired
4125 Other special education
Arts & Music
4141 Art/Arts or crafts
4143 Dance
4144 Drama/Theater
4145 Music
English and Language Arts
4151 Communications
4152 Composition
4153 English
4154 Journalism
4155 Language arts
4156 Reading
4157 Speech
English as a Second Language
4160 ESL/Bilingual education: General
4161 ESL/Bilingual education: Spanish
4162 ESL/Bilingual education: Other languages
Foreign Languages
4171 French
4172 German
4173 Latin
4174 Spanish
4175 Other foreign language
Health Education
4181 Health education
4182 Physical education

Social Sciences
4220
Social studies, general
4221
Anthropology
4225
Economics
4226
Geography
4227
Government/Civics
4228
History
4231
Native American studies
4233
Psychology
4234
Sociology
4235
Other social sciences
Vocational/Technical Education
4241
Agriculture and natural resources
4242
Business/Office
4243
Keyboarding
4244
Marketing and distribution
4245
Health occupations
4246
Construction trades
4247
Mechanics and repair
4248
Drafting/Graphics/Printing
4249
Metals/Woods/Plastics, and other precision production
(electronics, leatherwork, meatcutting, etc.)
4250
Communications and other technologies (not including
computer science)
4251
Culinary arts/Hospitality
4252
Child care and education
4253
Personal and other services (including cosmetology,
custodial services, clothing and textiles, and interior
design)
4254
Family and consumer sciences education
4255
Industrial arts/Technology education
4256
Other vocational/technical education
Miscellaneous
4262
Driver education
4263
Humanities/Liberal studies
4264
Library/Information science
4265
Military science/ROTC
4266
Philosophy
4267
Religious studies/Theology/Divinity
Other
4268

Other

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32a. Do you have a bachelor's degree?
Yes
No

J SKIP to Question 38

32b. In what year did you receive your bachelor's degree?

32c. What was your major field of study? Record the major code and name from Table 2 on
page 17.
Code

Major field:

33a. Did you have a second major field of study?
Yes
No

J SKIP to Question 34a

33b. What was your second major field of study? Record the major code and name from
Table 2 on page 17.
Code

Major field:

34a. Do you have a master's degree?
Yes
No

J SKIP to Question 35a

34b. In what year did you receive your master's degree?

34c. What was your major field of study? Record the major code and name from Table 2 on
page 17.
Code

Major field:

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Table 2
Major Field of Study Codes
Elementary Education
101 Early childhood/Pre-K, general
102 Elementary grades, general
Secondary Education
103 Middle grades, general
104 Secondary grades, general
K-12 Education
105 Grades K-12, general
Special Education
106 Special education, any
Other Education
131 Administration
132 Counseling and guidance
133 Educational psychology
134 Policy studies
135 School psychology
136 Other non-subject-matter-specific education
Arts & Music
141 Visual art
142 Dance
143 Drama/Theater
144 Music
English and Language Arts
151 Communications
152 Composition
153 English
154 Journalism
155 Language arts
156 Reading
157 Speech
English as a Second Language
160 ESL/Bilingual education: General
161 ESL/Bilingual education: Spanish
162 ESL/Bilingual education: Other languages
Foreign Languages
171 French
172 German
173 Latin
174 Spanish
175 Other foreign language
Health Education
181 Health education
182 Physical education
Mathematics and Computer Science
190 Mathematics
191 Computer science

Natural Sciences
211
Biology/Life sciences
212
Chemistry
213
Earth sciences
214
Engineering
215
Physics
216
Other
Social Sciences
221
Anthropology
222
Area/Ethnic studies (excluding Native American studies)
223
Criminal justice
224
Cultural studies
225
Economics
226
Geography
227
Government/Civics
228
History
229
International studies
230
Law
231
Native American studies
232
Political science
233
Psychology
234
Sociology
235
Other social science
Vocational/Technical Education
241
Agriculture and natural resources
242
Business/Office
243
Keyboarding
244
Marketing and distribution
245
Health occupations
246
Construction trades
247
Mechanics and repair
248
Drafting/Graphics/Printing
249
Metals/Woods/Plastics, and other precision production
(electronics, leatherwork, meatcutting, etc.)
250
Communications and other technologies (not including
computer science)
251
Culinary arts/Hospitality
252
Child care and education
253
Personal and other services (including cosmetology,
custodial services, clothing and textiles, and interior
design)
254
Family and consumer sciences education
255
Industrial arts/Technology education
256
Other vocational/technical education
Miscellaneous
261
Architecture
262
Humanities/Liberal studies
263
Library/Information science
264
Military science/ROTC
265
Philosophy
266
Religious studies/Theology/Divinity
Other
268

Other

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35a. Have you earned any of the degrees listed below in Question 35b?
Yes
No

J SKIP to Question 36

35b. Please indicate your major field(s) of study and the year in which your degree was received.
Record the major code and name from Table 2 on page 17.

Degree:

Code for major
field of study

a. Second bachelor's
degree

Code

b. Second master's
degree

Code

c. Educational specialist or
professional diploma (at
least one year beyond a
master's degree)
d. Certificate of Advanced
Graduate Studies

Major field of study

Year
received

Code

Code

e. Doctorate (Ph.D. or Ed.D.) Code

36.

As part of either your undergraduate or graduate coursework, how many advanced math
courses did you take (such as trigonometry, calculus, or statistics)? Mark (X) only one box.
None
1 or 2 courses
3 or 4 courses
5 or more courses

37.

As part of either your undergraduate or graduate coursework, how many math education
courses did you take? Mark (X) only one box.
None
1 or 2 courses
3 or 4 courses
5 or more courses

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38.

Please indicate whether you are male or female.
Male
Female

39.

Are you Hispanic or Latino?
Yes
No

40.

What is your racial background? Mark (X) one or more boxes.
American Indian or Alaska Native
Native Hawaiian or other Pacific Islander
Asian
Black or African American
White

41.

In what year were you born?

42.

Please indicate today's date (DD/MM/YYYY):

/

/

THANK YOU VERY MUCH FOR COMPLETING THIS SURVEY.

Draft

EMC Teacher Survey Fall 2008

Page 19 of 20

Draft

EMC Teacher Survey Fall 2008

Page 20 of 20