Table 7
Influence over school policy and over the following areas of your planning and teaching at this school (selected)
| Total | Low-poverty | High-poverty | Gap (high- minus low-poverty) | |
|---|---|---|---|---|
| How much actual influence do you think teachers have over school policy at this school in each of the following areas (A great deal of influence) | ||||
| Establishing curriculum | 20.4% | 21.4% | 18.6% | -2.9 |
| Setting performance standards for students | 17.6% | 17.8% | 17.5% | -0.3 |
| Determining the content of in-service PD programs | 11.1% | 11.6% | 10.9% | -0.7 |
| Setting discipline policy | 8.9% | 8.5% | 9.7% | 1.2 |
| Hiring new full-time teachers | 5.3% | 6.2% | 5.1% | -1.1 |
| Evaluating teachers | 3.2% | 2.9% | 3.4% | 0.5 |
| How much actual influence do you have in your classroom at this school over the following areas of your planning and teaching (A great deal of control) | ||||
| Determining the amount of homework to be assigned | 68.3% | 67.6% | 67.8% | 0.2 |
| Evaluating and grading students | 61.2% | 62.0% | 59.8% | -2.2 |
| Disciplining students | 42.3% | 45.0% | 41.0% | -4 |
| Selecting contents, topics, and skills to be taught | 28.7% | 29.2% | 27.0% | -2.3 |
| Selecting textbooks and other instructional materials | 25.5% | 27.3% | 23.0% | -4.3 |
Note: Data are for teachers in public noncharter schools. Share of teachers who answer “A great deal of influence” when asked “How much actual influence do you think teachers have over school policy at this school/in your classroom in each of the following areas (or areas of your planning and teaching).
Source: 2015–2016 NTPS microdata from the National Center for Education Statistics (NCES)
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