Figure 3. Teacher Use of Measures of Student Learning Data I use MSL data... Engaged in MSL selection 75% …to inform my instruction. 28% Not engaged in MSL selection Engaged in MSL selection 73% …to provide differentiated support to my students. 28% Not engaged in MSL selection Agree or Strongly Agree Neutral Disagree or Strongly Disagree Connection with Other Initiatives It is also important to highlight the connections between assessments and the evaluation system and standards. The findings suggest that districts that integrate their work in these three areas are also able to build more responsive systems for their educators and students. To better understand this dynamic, both teachers and principals were asked about their overall perceptions of the interconnectedness of assessments, standards, and evaluation systems in their districts. As shown in Figure 4, the majority of teachers and principals believe their district policies are aligned with assessments, standards, and evaluation systems, with the strongest perceived alignment between the new standards and assessments. A majority of teachers and principals also report that they are optimistic about the ability of these initiatives to positively impact instruction, student outcomes, and the quality of professional support for teachers (see Figure 5). Figure 4. Educator Perceptions of Alignment in District Policies Regarding Assessments, Standards, and Evaluation Pe rc en t: lignmen ee a os hers wh teac pals ci ge of ta % f prin 77 o 9% Percentag e 84% who s 92% of te ee a of p ach lig rin er cip s al t: en m n Figure 5. Educator Optimism about Initiatives Percentage who are optimistic about the ability of assessments, standards, and evaluations to improve: 8 s Assessments Standards Evaluation The instruction in their classroom. 67% of teachers 87% of principals4 Student outcomes. 63% of teachers 82% of principals The quality of the professional support they receive. 58% of teachers 76% of principals4 Pe : rce ent ntag e who see alignm 81% of teachers 90% of principals 3 4 The principal versions of these two items are slightly different: “instruction in their school” rather than classroom and “professional support they can provide teachers in their school” rather than what they receive.