The survey results for all second-year P-3 teachers on subject-matter areas of assistance are shown in the five charts below. To view each chart, click on the heading.

• Percent of first-year teachers who want help in a subject. Seventy-five percent of all responding second-year P-3 teachers want assistance in understanding laws and regulations, and 72 percent want assistance in using technology – the two most sought-after subjects among the ten included in the study, for this group of teachers. Around 65 percent of responding second-year P-3 teachers also want help in four other subject areas – identifying and using instructional strategies, following state and local curriculum guidelines, monitoring student performance, and managing student behavior. At the other end of the distribution, less than half of responding second-year P-3 teachers want help in managing class time and establishing relationships with colleagues, making these the least sought-after subjects for assistance. The chart shows these results.
  
• Percent of teachers who receive help in a subject. More than half of responding second-year P-3 teachers report receiving assistance in two subjects -- identifying and using instructional strategies, and following curriculum guidelines. Less than forty percent of second-year P-3 teachers report receiving help in establishing relationships with colleagues and managing class time. The chart shows these results.
  
• Of those who want assistance in a subject, percent who receive it. The highest "satisfaction ratios" for assistance were recorded in the areas of establishing relationships with colleagues, developing goals and objectives in lesson plans, and following curriculum guidelines. Eight of every ten second-year P-3 teachers who want help in these subjects report that they receive it. This "satisfaction ratio" is determined by combining the percent of those wanting help with the percent who obtain it (i.e., if 80 percent of responding teachers want help in a subject and 80 percent of those same teachers obtain it, the success ratio would be 64 percent (80% X 80% = 64%)). Five other subjects showed satisfaction ratios in the 75-percent range. On the other hand, the lowest satisfaction ratios were recorded for understanding laws and regulations and using technology in the classroom. Assistance in these subjects was highly sought by second-year teachers, and the relatively low satisfaction ratios should be a matter of concern. The chart shows these results.
  
• "Satisfaction ratios" by student income level. Second-year P-3 teachers whose students are predominantly low-income are less likely than teachers with middle-income students to receive the help they want in every subject-matter area (the percentages for teachers with high-income students are unreliable due to the small number of second-year P-3 teachers in the survey). The biggest gap is in the area of managing student behavior. This finding from the survey suggests the need for upgrading assistance to new teachers on a statewide basis. Alabama’s testing results show a strong connection to students’ socioeconomic levels, which means that teachers of low-income students have the greatest need for high-quality assistance. The chart shows these results.
  
• Need versus satisfaction. Dividing the results into four quadrants based on need for assistance versus satisfaction, it becomes clear that there are two high-need/low-satisfaction subjects for second-year P-3 teachers – understanding laws and regulations and using technology. In both of these areas, high percentages of teachers want assistance, but low percentages of those teachers actually receive it. This finding from the survey should prompt consideration of what might be done to meet teachers’ desire for more help in these areas. In addition, the survey shows that there are four high-need/high-satisfaction subjects for second-year teachers – following curriculum guidelines, identifying and using instructional strategies, monitoring student performance, and managing student behavior. Providers of teacher education and professional assistance should ensure that their efforts in these subject areas are maintained. The chart shows these results. The numbers adjacent to the datapoints in the chart refer to the list of subject areas on pages 2 and 3 of the main study report, and readers may want to have a copy of that list before them when studying the chart.