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
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 2
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.
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 3
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.
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 4
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.
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 5
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
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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
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 7
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
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 8
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 9
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 10
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 11
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
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 12
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
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 13
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
Strongly disagree = <1%
n = 494
98%
92%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 14
PROFILES OF ENGAGED STUDENTS (cont.)
KEY
TOTAL AGREEING
Strongly disagree Disagree Agree Strongly agree
4% 40% 56%
Frequent participation in class discussions
Strongly disagree = <1%
n = 494
19% 56% 24%
Frequent participation in extracurricular
activities
Strongly disagree = <1%
n = 490
4% 31% 52% 13%
High standardized test scores
n = 493
1% 31% 69%
High levels of effort on schoolwork
Strongly disagree = <1%
n = 495
96%
80%
65%
99%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 15
PROFILES OF ENGAGED STUDENTS (cont.)
KEY
TOTAL
AGREEING
Strongly disagree Disagree Agree Strongly agree
6% 63% 30%
Good course grades
Strongly disagree = <1%
n = 491
1% 29% 69%
Persistence in schoolwork
Strongly disagree = <1%
n = 495
1% 26% 73%
Excitement about learning
Strongly disagree = <1%
n = 495
93%
98%
99%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 16
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
Strongly disagree Disagree Agree Strongly agree
2% 38% 59%
Good attendance
Strongly disagree = <1%
n = 493
3% 53% 43%
Good course grades
Strongly disagree = <1%
n = 492
98%
97%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 17
OUTCOMES OF ENGAGEMENT (cont.)
KEY
TOTAL AGREEING
Strongly disagree Disagree Agree Strongly agree
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
Strongly disagree = <1%
n = 492
1% 2% 43% 55%
Readiness for postsecondary
education
n = 491
77%
96%
99%
98%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 18
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
Strongly disagree Disagree Agree Strongly agree
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
Strongly disagree = <1%n = 460
96%
95%
92%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 19
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
Strongly disagree = <1%n = 464
Strongly disagree Disagree Agree Strongly agree
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
Strongly disagree = <1%n = 464
5% 43% 53%
They have the ability to learn challenging
material
Strongly disagree = <1%n = 462
98%
99%
95%
95%
89%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 20
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
Strongly disagree = <1%
n = 451
Strongly disagree Disagree Agree Strongly agree
98%
90%
71%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 21
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
Strongly disagree Disagree Agree Strongly agree
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 22
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
Strongly disagree Disagree Agree Strongly agree
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 23
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 24
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
Strongly disagree Disagree Agree Strongly agree
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 25
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 26
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 27
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 28
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
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 29
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?”
Percent of respondents
Note: Responses were coded into all applicable answer categories. Individual items do not sum to 100%. n = 496
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
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 30
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
Strongly disagree = <1%
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
Strongly disagree Disagree Agree Strongly agree
93%
97%
88%
91%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 31
ENGAGEMENT STRATEGIES (cont.)
KEY
TOTAL
AGREEING
12% 59% 28%
Programs to connect students with colleges
and universities
Strongly disagree = <1%
n = 466
1% 9% 51% 40%
Challenging and rigorous coursework
and assignments
n = 468
Strongly disagree Disagree Agree Strongly agree
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%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 32
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
Strongly disagree = <1%
n = 456
5% 50% 44%
Opportunity to refer students to academic
support services
Strongly disagree = <1%
n = 458
Strongly disagree Disagree Agree Strongly agree
94%
96%
98%
94%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 33
SUPPORTS FOR TEACHERS (cont.)
KEY
TOTAL
AGREEING
13% 60% 26%
Support from community
organizations and volunteers
Strongly disagree = <1%
n = 452
3% 38% 58%
Support from students’ parents
Strongly disagree = <1%
n = 455
2% 20% 53% 25%
Use of advisory periods
n = 452
Strongly disagree Disagree Agree Strongly agree
7% 30% 63%
Small class sizes
Strongly disagree = <1%
n = 459
96%
78%
93%
87%
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 34
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?”
Percent of respondents
Note: Responses were coded into all applicable answer categories. Individual items do not sum to 100%. n = 376
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
ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 35
APPENDIX: SURVEY INSTRUMENT
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ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 36
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ENGAGING STUDENTS FOR SUCCESS: FINDINGS FROM A NATIONAL SURVEY • EDUCATION WEEK RESEARCH CENTER 37
EPE RESEARCH CENTER | 38
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