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Findings from a National Survey

ENGAGING STUDENTS FOR SUCCESS

Support for this study provided by: the Atlantic Philanthropies, the California Endowment, the NoVo Foundation, and the Raikes Foundation.

ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 1

TABLE OF CONTENTS

INTRODUCTION....................................................................................................... 2

EXECUTIVE SUMMARY ............................................................................................ 3

METHODOLOGY ...................................................................................................... 4

RESPONDENT DEMOGRAPHICS ............................................................................... 5

SCHOOL CHARACTERISTICS ..................................................................................... 8

PERSPECTIVES ON ENGAGEMENT ......................................................................... 11

ENGAGEMENT IN CONTEXT .................................................................................. 23

STRATEGIES AND SOLUTIONS ............................................................................... 29

APPENDIX: SURVEY INSTRUMENT ......................................................................... 35

COVER ILLUSTRATION: iStockphoto/bubaone; iStockphoto/Mervana; EPE/Christopher Swanson


INTRODUCTION

A wide range of factors can influence the performance of students, their interactions with teachers, and the

environments of the schools in which they teach and learn. In preparing younger students to begin their careers

as learners and readying older ones for the challenges of higher education and the workplace, educators can face

many barriers to success both inside and beyond the confines of the school itself. Among those challenges, a

lack of student engagement and motivation can be a particularly complex challenge for teachers and school

administrators.

To instill in students learning dispositions, character traits, mindsets, and other so-called “soft skills,” schools

employ myriad strategies aimed at boosting students’ engagement with the learning process and their eagerness

to pursue schoolwork wholeheartedly. These approaches range from instructional methods in the classroom to

programs enlisting support and participation from the broader community a school serves.

Because challenges may vary across schools and student groups, initiatives aiming to promote higher levels of

student engagement and motivation may be aided by a better understand of the perspectives and experiences of

educators with firsthand knowledge of the educational landscape and the needs of local schools.

To learn more about educators’ views regarding student engagement and motivation, the Education Week

Research Center—with support from the Atlantic Philanthropies, the California Endowment, the NoVo

Foundation, and the Raikes Foundation—conducted a survey of registered users of edweek.org, Education

Week’s flagship website. More than 500 teachers and school-based administrators responded to the survey,

which was fielded in April 2014.

The survey results presented in this report offer important insights into: educators’ perspectives on issues

related to student engagement and motivation; the levels of engagement and motivation among students at

respondents’ schools; potential strategies and solutions; and a range of related topics.


EXECUTIVE SUMMARY

To better understand the views of teachers and

school-based administrators on student

engagement and motivation, the Education

Week Research Center invited users of

edweek.org—Education Week’s flagship

website—to participate in an online survey in

April 2014.

Surveys were received from 606 respondents,

with 504 being deemed qualified based on

self-identification as a K-12 teacher or school-

based administrator.

While not statistically representative of the

nation’s educators, respondents include a

diverse group of teachers and administrators

who span a wide range of grade levels,

experience, and school settings.

The survey examines a range of key issues

related to student engagement and motivation,

including: educators’ perspectives on student

engagement; the levels of engagement and

motivation among students at respondents’

schools; views of potential strategies and

solutions; and a range of related topics.

Teachers and administrators deem student

engagement and motivation to be the most

important factor contributing to student

achievement, among a range of possible

influences on learning.

Most respondents believe that they are

themselves good at motivating students, but

they give more measured endorsements of

their fellow teachers’ and administrators’

abilities.

Only four in ten respondents say the majority

of students at their schools are highly engaged

and motivated.

Less than half of respondents believe their

pre-service training adequately prepared them

to engage and motivate students. Views of in-

service training are slightly more positive.

Almost all respondents report that a lack of

student engagement and motivation is a

concern at their schools. However, only a

quarter believe it is a serious problem.

The majority of teachers and administrators

indicate that too little attention is given to

promoting student engagement at their

schools.

The educators surveyed agree that the overall

student population at their schools has a high

degree of engagement, but responses vary for

specific groups of students. Reported levels

of engagement are especially low for

academically at-risk students.

Teachers and administrators report facing a

broad array of challenges in engaging

students, with a lack of parental support and

inadequate time and resources among the

leading barriers.

Most respondents’ schools use classroom

observations to systematically measure

student engagement and motivation, but

nearly a quarter say their schools do not

measure those factors at all.

Most respondents strongly agree that

schoolwork that is relevant to real-world

challenges and life experiences plays an

important role in engaging students.

Educators find a variety of strategies effective

for motivating students, including using

interactive and hands-on activities and

building relationships with students.


METHODOLOGY

The data presented in this report are taken from an online survey of teachers and school administrators

developed and administered by the Education Week Research Center. This study received support from the

Atlantic Philanthropies, the California Endowment, the NoVo Foundation, and the Raikes Foundation, a group

of funders that underwrites coverage of student engagement, school climate, and related issues in Education

Week. The survey instrument was fielded in spring 2014 to a randomly selected sample of registrants of

edweek.org, the Education Week website. The survey was designed to gather information on educators’ views

about engagement and motivation, their professional experience, training in these areas, and school conditions

that can affect efforts to engage students in learning.

Survey details are provided below:

The online survey launched on April 7, 2014 to a random sample of edweek.org registrants who had

previously identified themselves as classroom teachers, instructional specialists, or school-based

administrators.

The Education Week Research Center received 606 total survey responses. Of those responses, 504

qualified for inclusion in the study based on self-identification as a teacher or school-based

administrator. Respondents excluded from the analysis include educators who do not work at the

school level (e.g., district- or state-level officials).

The Education Week Research Center analyzed the raw responses as received. No weighted

adjustments were employed to account for geography, respondent characteristics, or school factors.

Survey results are presented in whole percentage-point values and, therefore, may not sum to 100

percent.

The survey instrument is provided in the Appendix.


RESPONDENT DEMOGRAPHICS

About 500 registered users of the Education Week website responded to the Education Week Research Center’s

survey examining educators’ attitudes and opinions related to student engagement and motivation. Although

the sample for the survey is not statistically representative of the nation’s educators, respondents include a

diverse group of teachers—including instructional specialists, such as curriculum coordinators and instructional

coaches—and school-based administrators with a wide range of experience levels.

ROLES

Respondents to the survey have firsthand experience in a variety of roles within schools and classrooms. Sixty-

five percent are K-12 teachers, with another 14 percent working as instructional specialists. Roughly a fifth of

respondents work as administrators in schools, with one in ten serving as a school principal.

“Which of the following best describes your current professional role?”

Share of respondents by role n = 504

Teacher in a K-12 public school (including special education)

65%

School-based department leader, content or instructional specialist

14%

School principal

10%

Assistant principal

6%

4% Other school-based admin.

1% School-based special ed. coordinator


EXPERIENCE

The teachers and administrators responding to the survey vary with respect to years of service in the field.

About one-fifth have worked in K-12 schools for 10 years or less. At the other end of the spectrum, 13

percent have been involved with K-12 education for more than 30 years.

“How long have you worked in K-12 education?”

Percent of respondents by years of experience

n = 502

2%

4%

12%

19%

21%

15%

14%

13%

1 -2 years

3 - 5 years

6 - 10 years

11 - 15 years

16 - 20 years

21 - 25 years

26 - 30 years

More than 30 years


GRADE LEVELS

Survey responses were provided by teachers and school administrators serving a wide range of grade

levels within elementary and secondary education. Forty-one percent are employed at the high school

level, with 37 percent and 60 percent respectively working in the middle and elementary grades. A given

respondent may work at multiple grade spans.

“At which grade level(s) do you teach or serve as a school administrator?”

Percent of respondents by grade level

n = 499 Note: Respondents were asked to select all answers that apply. Individual items do not sum to 100%.

4%

27%

33%

37%

41%

Other

Kindergarten-grade 2

Grades 3-5

Grades 6-8

Grades 9-12


SCHOOL CHARACTERISTICS

Survey respondents are employed in a diverse set of schools that differ by locale, size, and poverty level.

SCHOOL LOCALE

The largest share of respondents (37%) serve in urban schools, with another 30 percent working in the

suburbs. About one-fifth (21%) work in schools located in rural areas, with the remaining respondents

(12%) educating students in towns.

“Which of the following best describes the location of your school?”

Share of respondents by locale

n = 442

Rural area

21%

Town

12%

Suburb

30%

City

37%


SCHOOL SIZE

Respondents to the survey are employed in both small and large schools. Thirty-five percent work in

schools with 500 or fewer students. About one-quarter of respondents serve in schools educating more

than 1,000 students.

“Approximately how many students are enrolled at your school?”

Share of respondents by school enrollment

n = 443

250 students or fewer

13%

251-500 students

22%

501-750 students

23%

751-1,000 students

16%

More than 1,000 students

26%


SCHOOL POVERTY

Respondents reported which of four poverty ranges most accurately describes the percentage of low-

income students attending their schools. Just over a fifth of respondents (22%) report working in more

affluent schools, where one-quarter or fewer students are from low-income backgrounds. Twenty-eight

percent of educators participating in the survey work in schools where low-income students make up

more than 75 percent of the student body.

“Which of the following best describes the poverty level at your school?”

Share of respondents by poverty level

n = 440

25% or fewer low-income students

22%

26 to 50% low-income students

25%51 to 75% low-income students

24%

More than 75% low-income students

28%


PERSPECTIVES ON ENGAGEMENT

A wide array of factors—both within and beyond the classroom—can influence student achievement. In

recent years, engagement and motivation in schooling have become an increasingly prominent part of

conversations about academic success. Survey participants were asked to offer their perspectives on a

range of issues, including: the extent to which engagement and a variety of other influences shape

academic achievement; characteristics that exemplify highly engaged and motivated students; the impact of

engagement on a set of student outcomes; and the relevance of certain student attitudes and beliefs to

engagement. They also evaluated their own success in reaching the young people they educate and rated

the quality of training related to engagement.

FACTORS AFFECTING STUDENT ACHIEVEMENT

When asked to rate the importance of a range of factors to student achievement on a five-point scale

(where 1 is “not at all important” and 5 is “very important”), 87 percent of respondents reported that

student engagement and motivation are “very important.” On the five-point scale, respondents give student

engagement and motivation an average score of 4.9, the highest among the eight potential drivers of

achievement examined.

“How important do you feel the following factors are to student achievement?”

KEY

STATEMENT RESPONSE

AVERAGE

4.9

4.8

4.6

1 -- Not at all important

2 3 45 -- Very

important

13% 87%

Student engagement and motivation

Response for 1 = 0%Response for 2 = 0%Response for 3 = <1%

n = 497

2% 17% 81%

Teaching quality

Response for 1 = 0%Response for 2 = 0%

n = 498

3% 29% 68%

School climate

Response for 1 = 0%Response for 2 = 0%

n = 496


FACTORS AFFECTING STUDENT ACHIEVEMENT (cont.)

KEY

STATEMENT RESPONSE

AVERAGE

4.5

4.5

4.5

4.2

3.7

3% 13% 41% 43%

School discipline policies

Response for 1 = 0%

n = 495

3% 9% 29% 31% 27%

Family background

n = 493

1% 8% 33% 59%

School safety

Response for 1 = 0%

n = 496

1% 7% 38% 54%

Social and emotional learning

Response for 1 = 0%

n = 498

1% 7% 29% 62%

Parental support and engagement

Response for 1 = 0%

n = 494

1 -- Not at all important

2 3 45 -- Veryimportant


PROFILE OF ENGAGED STUDENTS

The concepts of engagement and motivation are complex ones that are not likely to be defined in a uniform

way by educators. To gain a better appreciation for how teachers and school administrators understand

these concepts, respondents were asked to indicate the extent to which they believe highly engaged and

motivated students display specified characteristics.

Most of the nine attributes examined are widely recognized as characteristics of engaged and motivated

students. For instance, 99 percent of respondents either agree or strongly agree that such students

demonstrate high levels of effort on schoolwork and excitement about learning. Strong performance on

standardized tests, however, was the trait least likely to be viewed as part of the profile of a highly engaged

student, noted by about two-thirds of survey participants.

However, a closer examination of the strength of the respondents’ sentiments (i.e., level of agreement)

reveals considerably more variability in the results. The share of educators who “strongly agree” that

engaged students display a given trait can range anywhere from 13 percent to 73 percent.

“To what extent do you agree or disagree that highly engaged and motivated students display the following characteristics?”

KEY

TOTAL

AGREEING

Strongly disagree Disagree Agree Strongly agree

2% 34% 64%

Good attendance

Strongly disagree = <1%

n = 494

7% 48% 45%

Consistent completion of homework assignments


n = 494

98%

92%


PROFILES OF ENGAGED STUDENTS (cont.)

KEY

TOTAL AGREEING


4% 40% 56%

Frequent participation in class discussions


n = 494

19% 56% 24%

Frequent participation in extracurricular

activities


n = 490

4% 31% 52% 13%

High standardized test scores

n = 493

1% 31% 69%

High levels of effort on schoolwork


n = 495

96%

80%

65%

99%


PROFILES OF ENGAGED STUDENTS (cont.)

KEY

TOTAL

AGREEING


6% 63% 30%

Good course grades


n = 491

1% 29% 69%

Persistence in schoolwork


n = 495

1% 26% 73%

Excitement about learning


n = 495

93%

98%

99%


OUTCOMES OF ENGAGEMENT

Teachers and administrators participating in the study were asked whether they felt student engagement

and motivation contributed to a series of educational outcomes. Overall, 95 percent of respondents cite

some level of agreement that engagement is important to good attendance, good course grades, positive

behavior and discipline, high school graduation, and readiness for postsecondary education. More than

three-quarters of educators feel that engagement is an important contributor to standardized test scores, the

lowest rate of any outcome examined.

Again, a greater degree of variability in responses is found when the strength of agreement is considered.

For instance, nearly identical shares of respondents agree to some extent that engagement has an important

influence on both attendance and course grades. Yet, the percentages citing strong agreement are

considerably more divergent (59 percent and 43 percent, respectively).

“To what extent do you agree or disagree that student engagement and motivation are important contributors to the following outcomes?”

KEY

TOTAL

AGREEING


2% 38% 59%

Good attendance


n = 493

3% 53% 43%

Good course grades


n = 492

98%

97%


OUTCOMES OF ENGAGEMENT (cont.)

KEY

TOTAL AGREEING


3% 20% 57% 19%

High standardized test scores

n = 494

1% 3% 35% 61%

High school graduation

n = 491

1% 32% 66%

Positive behavior and discipline


n = 492

1% 2% 43% 55%

Readiness for postsecondary

education

n = 491

77%

96%

99%

98%


STUDENTS’ SENSE OF ENGAGEMENT

A sense of engagement in learning and motivation in school—or the lack thereof—is the culmination of

numerous experiences, conditions, and beliefs that develop over time and that may be unique to individual

students. Educators have a valuable vantage point for assessing the role of various attitudes that spur

students’ effort and enthusiasm in school. Respondents were asked the extent to which they feel eight

specific student attitudes and beliefs contribute to students’ sense of engagement and motivation.

Educators report that factors associated with strong relationships between students and adults at school are

among those most closely tied to a sense of student engagement. For example, at least 60 percent of

respondents strongly agree that engagement is higher when students believe: administrators and teachers

know students personally, administrators and teachers treat all students fairly, and they can find help at

school when they have difficulties.

“To what extent do you agree or disagree that the following student attitudes and beliefs are important to student engagement and motivation?”

KEY

STUDENTS BELIEVE THAT:

TOTAL AGREEING


3% 32% 64%

Administrators and teachers know

students personally

Strongly disagree = <1%n = 464

1%4% 34% 60%

Administrators and teachers treat all

students equally and fairly

n = 463

8% 56% 36%

Doing well in school will lead to a good

career


96%

95%

92%


STUDENTS’ SENSE OF ENGAGEMENT (cont.)

KEY

STUDENTS BELIEVE THAT:

TOTAL

AGREEING

1% 29% 69%

They can be successful in school

Strongly disagree = 0%n = 459

2% 31% 67%

They can find help at school when they have

difficulties



2% 9% 44% 46%

They have some autonomy and choice

in the topics they study

n = 462

5% 37% 57%

They can learn from failure and are willing

to try new things in school


5% 43% 53%

They have the ability to learn challenging

material


98%

99%

95%

95%

89%


EDUCATOR ATTITUDES

The survey probed respondents’ views on several key issues that could influence their overall orientation

toward promoting higher levels of engagement among their students.

When asked whether they view engaging and motivating students as a part of their job, nearly all (98%)

teachers and administrators responded in the affirmative, with 68 percent citing strong agreement.

Likewise, 90 percent of respondents believe that all students can be engaged and motivated. However,

fewer than one in five strongly agree that they have adequate solutions and strategies to address disengaged

students.

KEY

TOTAL

AGREEING

1% 28% 52% 19%

I have adequatesolutions and

strategies to use when students are not

engaged or motivated in school

n = 451

2% 30% 68%

I think that engaging and motivating

students is part of my job duties and

responsibilities

Strongly disagree = 0%

n = 450

10% 38% 52%

I believe all students can be engaged and

motivated


n = 451


98%

90%

71%


EDUCATOR EFFECTIVENESS

Teachers and administrators were also asked to evaluate their own performance and ability to reach their

students. Ninety-four percent of respondents feel they are good at engaging and motivating their students,

although only one-third express a strong belief that is the case.

Respondents, however, offer a more measured endorsement of the skills of their fellow teachers and

administrators. Seven in ten study participants think teachers at their schools are good at engaging and

motivating students, while only 57 percent report confidence in the abilities of school administrators.

KEY

TOTAL

AGREEING

1% 29% 56% 14%

I think teachers at my school are good at

engaging and motivating students

n = 449


6% 62% 32%

I am good at engaging and motivating my

students

n = 448Strongly disagree = 0%

7% 36% 42% 15%

I think administratorsat my school are good

at engaging and motivating students

n = 445

94%

70%

57%


PREPARATION AND TRAINING

The adequacy of educators’ training may influence their confidence in classroom interaction and success in

motivating students. Less than half of survey respondents (47%) feel their pre-service training sufficiently

prepared them to engage and motivate students. Fourteen percent strongly agree that their pre-service

training provided adequate preparation, with the same percentage expressing strong dissent.

Views of subsequent training were somewhat more positive, with a majority of respondents (58%)

agreeing that their in-service training and professional development readied them to tackle the challenge of

engaging and motivating the students they serve.

“My training adequately prepared me to engage and motivate students.”

KEY

TOTAL

AGREEING


14% 39% 33% 14%

Pre-service training

N/A = 16

n = 430

11% 31% 38% 20%

In-service training and professional

development

N/A = 6

n = 444

47%

58%


ENGAGEMENT IN CONTEXT The nation’s schools are faced with a range of challenges and competing demands that vie for attention

and resources. As such, low levels of student engagement and motivation may be one among many

concerns educators are called to address. Although most respondents to the survey find student

disengagement to be a problem at their schools, views on the severity of the problem can differ.

Likewise, levels of engagement can vary substantially across specific groups of students.

OVERALL LEVEL OF ENGAGEMENT

Only four in ten respondents say the majority of students at their schools are highly engaged and

motivated, with only one in ten indicating that more than three-quarters of the young people they educate

fit that description.

“In your opinion, what percentage of the students at your school are highly engaged and motivated?”

Share of respondents

n = 488

25% or fewer

23%

26 to 50%

37%

51 to 75%

30%

More than 75%

10%


ENGAGEMENT GAPS

Seventy-one percent of educators surveyed agree that their students as a whole are engaged and motivated,

although responses vary across specific student groups. Nearly three-quarters of respondents report that

English-language learners are highly engaged and motivated, although rates are lower for students with

disabilities (58%), low-income students (54%), and academically at-risk students (26%).

“To what extent do you agree or disagree that the following groups of students are highly engaged and motivated at your school?”

KEY TOTAL

AGREEING


5% 41% 50% 4%

Low-income students

n = 476

13% 61% 23% 3%

Academically at-riskstudents

n = 477

3% 31% 59% 7%

Racial and ethnic minorities

n = 470

2% 26% 60% 12%

Your students as a whole

n = 480

2% 24% 65% 9%

Enlish-language learners

n = 464

4% 38% 53% 5%

Students with disabilities

n = 474

71%

74%

58%

54%

26%

66%


SCHOOL PROBLEMS

Respondents were asked to rate the severity of nine different problems at their schools. All but two of the

those areas (school dropouts and violence and crime) are reported to be a moderate or serious concern by a

majority of respondents. A lack of student engagement and motivation is among the most common

problems, cited by nearly 70 percent of educators.

KEY

TOTAL

PROBLEM

10% 37% 37% 16%

Student absenteeism

n = 484

7% 29% 41% 24%

Student apathy

n = 485

Not a problem Minor problem Moderate problem Serious problem

5% 26% 46% 23%

Lack of student engagement and

motivation in school

n = 485

48% 29% 17% 6%

Students dropping outof school

n = 484

64%

54%

69%

24%


SCHOOL PROBLEMS (cont.)

KEY

TOTAL

PROBLEM

7% 21% 45% 26%

Lack of parental involvement

n = 486

8% 35% 42% 15%

Student tardiness

n = 487

3% 23% 45% 29%

Students not completing homework

assignments

n = 485

47% 39% 10% 5%

Violence and crime

n = 487

9% 24% 31% 36%

Poverty

n = 488

Not a problem Minor problem Moderate problem Serious problem

74%

72%

15%

67%

57%


ATTENTION ON ENGAGEMENT

The majority of respondents feel that too little attention is given to addressing student engagement and

motivation at their schools. Fifty-four percent say that efforts to promote student engagement and

motivation do not receive enough attention at their schools, with only three percent reporting that these

issues get too much.

“How would you describe the amount of attention given to promoting student engagement and motivation at your school?”

Share of respondents

n = 454

Too much attention

3%

Too little attention

54%

About the right amount of attention

43%


ENGAGEMENT CHALLENGES

In an open-ended question, survey participants were asked to identify the greatest challenges they face in

engaging and motivating students. An analysis of those answers reveals lack of parental support and

student apathy as the most commonly reported difficulties, each cited by one-quarter of educators. At

least a fifth of respondents cite inadequate time or resources (22%) and accountability pressures or

administration policies (20%).

“Overall, what are the greatest challenges you face in engaging and motivating students?”

Percent of respondents

Note: Responses were coded into all applicable answer categories. Individual items do not sum to 100%. n = 402

20%

8%

9%

15%

20%

22%

24%

25%

Other

Absenteeism and disruptive behavior

Students' prior performance and lack ofprerequisite skills

Challenges students face outside of school

Accountability pressures and administrationpolicies

Inadequate time and resources

Student apathy and lack of intrinsic motivation

Lack of parental support


STRATEGIES AND SOLUTIONS

In addition to challenges, the study examines strategies for boosting student interest and eagerness to excel

in school. These approaches can range from instructional techniques in the classroom to programs

enlisting support and involvement from the local community.

MEASURING MOTIVATION

Among the possible elements in a strategy to identify and address engagement challenges, the most

fundamental arguably involves systematically monitoring levels of engagement at the school or classroom

levels. Nearly three-quarters of respondents report that their schools use classroom observations to

measure student engagement and motivation. Twenty-nine percent of respondents report using surveys or

focus groups of teachers to collect information on engagement, with 26 percent and 21 percent

respectively using such techniques for teachers and parents. However, nearly a quarter say their schools

do not measure student engagement and motivation.

“Which (if any) of the following approaches does your school use to systematically measure student engagement and motivation?”



5%

24%

5%

8%

21%

26%

29%

73%

I don't know

My school doesn't measure student engagementand motivation

Other

Analysis of classroom videos by teachers and/orschool administrators

Surveys or focus groups of parents

Surveys or focus groups of teachers

Surveys or focus groups of students

Classroom observations by teachers and/or schooladministrators


ENGAGEMENT STRATEGIES

Respondents were asked to rate the importance of a number of strategies to promote student engagement

and motivation. Nearly two-thirds of educators strongly agreed that schoolwork relevant to real-world

challenges and experiences plays a key role in keeping students engaged. Rigorous coursework, career and

technical courses, and fine arts classes were each cited as strong factors by 40 percent of respondents.

Of the nine different approaches examined in the survey, the lowest levels of endorsement are found for

incentive programs to reward students for success, which only14 percent of respondents strongly feel are

an important way to promote engagement.

“To what extent do you agree or disagree that the following strategies are important in promoting student engagement and motivation?”

KEY

TOTAL

AGREEING

7% 53% 40%

Fine arts courses


n = 467

1% 11% 53% 35%

Extracurricular programs

n = 467

1% 8% 51% 40%

Career and technical education courses

n = 468

1% 2% 34% 64%

Schoolwork that is relevant to real-world

challenges and life experiences

n = 471


93%

97%

88%

91%


ENGAGEMENT STRATEGIES (cont.)

KEY

TOTAL

AGREEING

12% 59% 28%

Programs to connect students with colleges

and universities


n = 466

1% 9% 51% 40%

Challenging and rigorous coursework

and assignments

n = 468


14% 42% 30% 14%

Incentive programs to reward students for

success

n = 471

1% 15% 60% 24%

Community service programs

n = 469

1% 7% 57% 35%

Programs to connect students with careers

and businesses

n = 467

90%

44%

84%

92%

88%


SUPPORTS FOR TEACHERS

To gain further perspective on the supports that can bolster instruction, respondents were asked to report

the degree to which they believe specific factors help teachers boost student engagement and motivation in

their classrooms. Of the areas examined in the survey, access to high-quality curricular and instructional

resources and small class sizes emerged as the most highly rated supports for teachers. In each case, 63

percent of educators strongly agree these factors can make a difference for students. The majority of

respondents also strongly endorse professional development related to engagement and support from

parents.

“To what extent are the following factors important in helping teachers boost student engagement and motivation in their classrooms?”

KEY

TOTAL

AGREEING

1% 5% 49% 45%

Opportunity to refer students to social and

emotional support services

n = 456

1% 4% 42% 53%

Professional development and training related to

student engagement

n = 459

2% 34% 63%

Access to high-qualitycurriculum and

instructional resources


n = 456

5% 50% 44%

Opportunity to refer students to academic

support services


n = 458


94%

96%

98%

94%


SUPPORTS FOR TEACHERS (cont.)

KEY

TOTAL

AGREEING

13% 60% 26%

Support from community

organizations and volunteers


n = 452

3% 38% 58%

Support from students’ parents


n = 455

2% 20% 53% 25%

Use of advisory periods

n = 452


7% 30% 63%

Small class sizes


n = 459

96%

78%

93%

87%


THE MOST EFFECTIVE SOLUTIONS

In an open-ended survey question, respondents were asked to identify the most effective strategies they

use to engage and motivate the young people they educate. The most commonly cited approach is the use

of interactive and hands-on activities, mentioned by nearly one-third of respondents. Twenty-nine

percent of educators described efforts to build personal relationships with students, while one-quarter

stressed the importance of making curriculum interesting and relevant.

“What are the most effective strategies you use to engage and motivate students?”



13%

5%

7%

15%

22%

25%

29%

32%

Other

Explain course purpose and importance tostudents

Establish clear goals and expectations

Create avenues for student choice and autonomy

Use feedback, praise, and incentives

Make curriculum interesting and relevant

Build personal relationships with students

Use a variety of interactive and hands-on activities

35


APPENDIX: SURVEY INSTRUMENT

36


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EPE RESEARCH CENTER | 38

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