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The latest research from the MetLife Survey of the American Teacher series includes findings that point to two interesting conclusions: while educators express strong belief in the importance of high expectations and high standards for all students, those standards and expectations fall short in practice for many students.

There are also significant gaps in teacher and student perceptions about academic success, particularly evident in schools serving high proportions of low-income students, secondary schools, and between girls and boys.

The second of three reports, Part 2: Student Achievement, from the new MetLife Survey of the American Teacher: Collaborating for Student Success, includes the views of teachers, principals, and students on student goals and aspirations, the influence of teacher expectations, and factors educators believe would improve academic success. The survey was conducted by Harris Interactive® by telephone and online in October and November 2009. Released today, key findings in Part 2: Student Achievement include:

Large majorities of teachers and principals believe strongly that high standards and high expectations for all students will improve achievement.

• Most teachers (86%) believe high expectations for all students would have a major impact on achievement.
• Teachers (77%) and principals (82%) strongly agree that most teachers in their school hold high standards for all students.
• Most educators (64% of teachers; 69% of principals) strongly agree that all students need education beyond high school to be prepared for work or a career.

Standards and expectations for all students often are not very high.

• Fewer teachers and principals in schools with high proportions of low-income students strongly agree that most teachers in their school hold high standards for all students, compared to those in schools with low proportions of such students (teachers: 71% vs. 81%; principals: 78% vs. 91%).
• Most teachers (84%) believe they can enable all of their students to succeed academically, but only 36% of teachers say that all of their students have the ability to succeed.
• Half of teachers (51%), including most secondary teachers (71%), say students in their school only do enough work to get by.
• Teachers expect that an average of 50% of their students will attend a two- or four-year college after high school.

Many students believe their schools and teachers fall short.

• Over one-third of students (36%), including more boys (41%) than girls (31%), say they only do enough work to get by in school.
• Just over half (53%) feel strongly that all teachers in their school want them to succeed.
• Almost half (45%) say students in their school are promoted to the next grade level without being ready.
• Most students (79%) plan to attend college, but only half of students (55%) feel very confident they will achieve their goals for the future.
• More girls than boys have aspirations to attend college (85% vs. 73%) and believe they will achieve their goals (59% vs. 50%).

The survey also shows strong agreement among teachers and principals on a range of 14 factors both within and beyond the school that would improve student achievement. Among the most highly rated, by nearly nine in ten educators, are providing all students with core reading, writing, and math skills; having adequate public funding and support for education; and strengthening ties among parents and schools.

The third and final report, Part 3: Teaching as a Career, is slated for release on March 24. Part 3 will examine collaboration in the context of professional growth and career path. Part 1: Effective Teaching and Leadership, released on February 17, looks at if, how, and to what extent collaboration is currently practiced in schools to improve student achievement.

“The annual MetLife Survey of the American Teacher is not just about asking, but also about listening,” said Dennis White, president and CEO of MetLife Foundation. “In this survey, 69% of teachers do not believe their voices are being adequately heard in the current debate on education. We can learn much from those closest to the classroom about working together to increase student success.”