Parent and Teacher Opinions of Education Data

Parent and Teacher Opinions of Education Data

Since 2014, DQC has conducted public opinion research to better understand how parents and teachers think about education data. Since 2016, we have been asking parents and teachers directly, through polls completed by The Harris Poll, to share their opinions on important issues in education data – from access to privacy. The findings from this research inform the resources we create and the recommendations we make to ensure policies and practices related to education data are serving the needs of those closest to students.

Findings from DQC’s 2019 National Poll

Teachers Want to Use Data But Can’t Go It Alone: DQC’s second national poll of teachers found they are strongly committed to using data in service of students – but are left on their own to make this happen. Policymakers and school leaders are missing critical moments throughout teachers’ careers and these missed opportunities are driving teachers to build their own capacity to put data to work.

Parents Are Ready for the Next Generation of Education Data: DQC’s fourth national poll of teachers uncovers steady support for education is also driving parents’ appetite for this information to be used in new ways to support their children, including through greater public reporting and secure access to data by adults who support students outside of the classroom.

Findings from DQC’s 2018 National Poll

Teachers See the Power of Data – But Don’t Have Enough Time to Use It: Commissioned in 2018, DQC’s first national poll of teachers found that teachers value data. Teachers reported that data can be used to ensure student success but report roadblocks, like time and training, are keeping them from effectively using data in the classroom. Teachers also believe that it’s up to school and district leaders to take action to remove these barriers to data use.

Parents & Teachers Agree: Data Is Key to Supporting Students: DQC’s third parent poll and first teacher poll uncovers insights on how parents and teachers view data collection, access, and use. Findings include an increase in parents’ trust in both the protection of their child’s data and in educators to use their child’s data appropriately.

Findings from DQC’s 2018 Focus Groups

Utah Teachers Value, Use, and Need Data: DQC partnered with Hope Street Group to learn more about the opinions of teachers in Utah. We heard that, like the national sample of teachers in our 2018 poll, Utah teachers value, use, and need data to better support their students’ learning and outcomes. Utah teachers also expressed the actions states can take to ensure the time, training, and tools needed to make data use in the classroom possible.

Findings from DQC’s 2017 National Poll

Parents Value, Trust, and Rely on Education Data: The findings from DQC’s second national poll of parents found that parents value, trust, and rely on publicly reported education data and individual data about their child to make important decisions to support their child’s educational success.

Findings from DQC’s 2017 Focus Groups

Tennessee Teachers Value, Use, and Need Data: DQC partnered with Hope Street Group to ask Tennessee teachers from across the state their opinions about data. We learned that Tennessee teachers value and use data to help their students learn and grow, and need greater support from states to make data use a more seamless part of the day.

Findings from DQC’s 2016 National Poll

Parents Want Their Child’s Data: DQC’s first national poll of parents examined their opinions on the education data that is collected to support students and the types of information they are most interested in receiving to make better decisions.