BOSTON – Global learning company Houghton Mifflin Harcourt (HMH) announced today the launch of the HMH Educator Confidence Report, a new annual report that surveys over 1,000 teachers and school and district administrators across the United States on a range of issues, including top areas of concern and excitement, technology use in classrooms, and plans to remain in or leave the teaching profession.
The inaugural survey found strong digital adoption driving optimism among educators within an increasingly challenging environment, as well as significant concern over student data privacy. Top findings include:
The results reflect reason for optimism despite a generally challenging environment, with access to technology driving positive sentiment among educators. Out of the 97% of educators who use some type of digital material in their classrooms and/or school districts, the most common resources were:
The report also revealed a gap between school teachers and district administrators in the reported use of digitally-enhanced instruction, suggesting that increased professional development could spur stronger digital outcomes. For example, 77% of administrators said interactive white boards were used compared to 52% of classroom teachers, a difference of 25 percentage points. A similar disparity exists when it comes to the reported use of open educational resources (87% vs. 70%), online assessments (66% vs. 42%), learning management systems (64% vs. 36%), and adaptive learning content (49% vs. 35%). The results also indicate a technology gender gap: 80% of CTOs/CIOs in the survey were male, compared to 20% female.
Educators are coming to terms with issues regarding student data privacy. 41% said they were “very aware” of the privacy policies of the products used by students, with 48% “somewhat aware” and 10% “not aware.” 17% of respondents said they were “very concerned” with the risks associated with the collection and use of student data, while 41% expressed they were “somewhat concerned” (33% were “not very” and 9% “not at all” concerned).
The results also showed that educators are experiencing benefits from technology-enhanced instruction, with improved student engagement (60%), better student access to instructional content (55%), and the ability to deliver individualized instruction (48%) the top three benefits seen.
Despite digital advances, the professional landscape remains challenging for teachers. Less than half (41%) of educators feel positive about the state of the teaching profession in America today, while only 13% feel more positive compared to five years ago. These figures compare to 64% who feel more negative and 23% who recorded no change in sentiment.
The challenging environment was reflected in educators’ most overriding concerns, which included:
Educator confidence was buoyed by the prospect of collaboration, with 48% of respondents listing cooperation with colleagues to develop engaging instruction for students a reason to be excited about the next 2-3 years of education. Other areas for excitement include more opportunities for real-world application in curriculum and assessment (42%) and increased access to the latest technology (41%) and online learning tools (38%).
“This data shows that the environment for educators is visibly challenging, with new standards and technology driving both anxiety and optimism. It is our job to help teachers grappling with these changes; we need to create digital solutions that are designed with simplicity and engagement in mind. That, together with effective technology training and meaningful opportunities to collaborate, can help reduce anxiety and support teachers’ confidence as a whole,” said Mary Cullinane.
The independent survey was conducted by the market research agency MDR on behalf of HMH. To view the full report, visit http://learn.hmhco.com/ECR2015.
About Houghton Mifflin Harcourt
Houghton Mifflin Harcourt (NASDAQ:HMHC) is a global learning company dedicated to changing people’s lives by fostering passionate, curious learners. As a leading provider of pre-K–12 education content, services, and cutting-edge technology solutions across a variety of media, HMH enables learning in a changing landscape. HMH is uniquely positioned to create engaging and effective educational content and experiences from early childhood to beyond the classroom. HMH serves more than 50 million students in over 150 countries worldwide, while its award-winning children's books, novels, non-fiction, and reference titles are enjoyed by readers throughout the world. For more information, visit www.hmhco.com.
Follow HMH on Twitter, Facebook and YouTube.
CONTACT
Jennifer Berlin
Director, Corporate Communications
Houghton Mifflin Harcourt
617-351-5270
Jennifer.Berlin@hmhco.com
Forward-Looking Statements
This news release may contain certain statements that are not historical facts, including information regarding our intentions, beliefs or current expectations concerning, among other things, our results of operations, financial condition, liquidity, prospects, growth, strategies, the industry in which we operate and potential business decisions. Those statements constitute “forward-looking statements” within the meaning of the Private Securities Litigation Reform Act of 1995. Forward-looking statements involve known and unknown risks, uncertainties and other factors that could cause our actual results to differ materially from the results expressed in or implied by our forward-looking statements, including, but not limited to, changes in state and local education funding and/or related programs, legislation and procurement processes; adverse or worsening economic trends or the continuation of current economic conditions; changes in consumer demand for, and acceptance of, our products; industry cycles and trends; conditions and/or changes in the publishing industry; and other factors discussed in our news releases, public statements and/or filings with the U.S. Securities and Exchange Commission, including our most recent Annual and Quarterly Reports on Form 10-K and Form 10-Q. We undertake no obligation, and do not expect, to publicly update or publicly revise any forward-looking statement, whether as a result of new information, future events or otherwise.
The inaugural survey found strong digital adoption driving optimism among educators within an increasingly challenging environment, as well as significant concern over student data privacy. Top findings include:
- Almost all educators surveyed (97%) use some form of digital content, with more than 50% using apps/websites/digital games in classrooms;
- Two-thirds, however, cite infrequent use of digital tools for various learning purposes, with only 23% using the most prevalent form of classroom technology on a daily basis;
- 58% of educators are either “very” or “somewhat” concerned about student data privacy;
- Teachers and administrators have differing perceptions on key issues, including online assessment and adaptive learning activities in classrooms.
The results reflect reason for optimism despite a generally challenging environment, with access to technology driving positive sentiment among educators. Out of the 97% of educators who use some type of digital material in their classrooms and/or school districts, the most common resources were:
- Free/open-educational resources (used by 71% of respondents) and videos (66%);
- Digital versions of instructional materials and interactive whiteboards (both 54%);
- Apps/websites/digital games (51%).
The report also revealed a gap between school teachers and district administrators in the reported use of digitally-enhanced instruction, suggesting that increased professional development could spur stronger digital outcomes. For example, 77% of administrators said interactive white boards were used compared to 52% of classroom teachers, a difference of 25 percentage points. A similar disparity exists when it comes to the reported use of open educational resources (87% vs. 70%), online assessments (66% vs. 42%), learning management systems (64% vs. 36%), and adaptive learning content (49% vs. 35%). The results also indicate a technology gender gap: 80% of CTOs/CIOs in the survey were male, compared to 20% female.
Educators are coming to terms with issues regarding student data privacy. 41% said they were “very aware” of the privacy policies of the products used by students, with 48% “somewhat aware” and 10% “not aware.” 17% of respondents said they were “very concerned” with the risks associated with the collection and use of student data, while 41% expressed they were “somewhat concerned” (33% were “not very” and 9% “not at all” concerned).
The results also showed that educators are experiencing benefits from technology-enhanced instruction, with improved student engagement (60%), better student access to instructional content (55%), and the ability to deliver individualized instruction (48%) the top three benefits seen.
Despite digital advances, the professional landscape remains challenging for teachers. Less than half (41%) of educators feel positive about the state of the teaching profession in America today, while only 13% feel more positive compared to five years ago. These figures compare to 64% who feel more negative and 23% who recorded no change in sentiment.
The challenging environment was reflected in educators’ most overriding concerns, which included:
- Lack of funding (cited by 66% of respondents as a worry);
- The implications of teacher accountability requirements (63%);
- Meeting new standards-aligned assessment requirements (58%);
- Lack of technology devices in classrooms, lack of classroom autonomy and lack of differentiated lessons for students who require intervention (all three tied for fourth place at 36%).
Educator confidence was buoyed by the prospect of collaboration, with 48% of respondents listing cooperation with colleagues to develop engaging instruction for students a reason to be excited about the next 2-3 years of education. Other areas for excitement include more opportunities for real-world application in curriculum and assessment (42%) and increased access to the latest technology (41%) and online learning tools (38%).
“This data shows that the environment for educators is visibly challenging, with new standards and technology driving both anxiety and optimism. It is our job to help teachers grappling with these changes; we need to create digital solutions that are designed with simplicity and engagement in mind. That, together with effective technology training and meaningful opportunities to collaborate, can help reduce anxiety and support teachers’ confidence as a whole,” said Mary Cullinane.
##
The independent survey was conducted by the market research agency MDR on behalf of HMH. To view the full report, visit http://learn.hmhco.com/ECR2015.
About Houghton Mifflin Harcourt
Houghton Mifflin Harcourt (NASDAQ:HMHC) is a global learning company dedicated to changing people’s lives by fostering passionate, curious learners. As a leading provider of pre-K–12 education content, services, and cutting-edge technology solutions across a variety of media, HMH enables learning in a changing landscape. HMH is uniquely positioned to create engaging and effective educational content and experiences from early childhood to beyond the classroom. HMH serves more than 50 million students in over 150 countries worldwide, while its award-winning children's books, novels, non-fiction, and reference titles are enjoyed by readers throughout the world. For more information, visit www.hmhco.com.
Follow HMH on Twitter, Facebook and YouTube.
CONTACT
Jennifer Berlin
Director, Corporate Communications
Houghton Mifflin Harcourt
617-351-5270
Jennifer.Berlin@hmhco.com
Forward-Looking Statements
This news release may contain certain statements that are not historical facts, including information regarding our intentions, beliefs or current expectations concerning, among other things, our results of operations, financial condition, liquidity, prospects, growth, strategies, the industry in which we operate and potential business decisions. Those statements constitute “forward-looking statements” within the meaning of the Private Securities Litigation Reform Act of 1995. Forward-looking statements involve known and unknown risks, uncertainties and other factors that could cause our actual results to differ materially from the results expressed in or implied by our forward-looking statements, including, but not limited to, changes in state and local education funding and/or related programs, legislation and procurement processes; adverse or worsening economic trends or the continuation of current economic conditions; changes in consumer demand for, and acceptance of, our products; industry cycles and trends; conditions and/or changes in the publishing industry; and other factors discussed in our news releases, public statements and/or filings with the U.S. Securities and Exchange Commission, including our most recent Annual and Quarterly Reports on Form 10-K and Form 10-Q. We undertake no obligation, and do not expect, to publicly update or publicly revise any forward-looking statement, whether as a result of new information, future events or otherwise.