The Profile Surveys made their debut in 1987 based on a vote by the North American Division Curriculum Committee (NADCC). The surveys were intended primarily as “a periodic needs assessment questionnaire” targeting stake-holders in K-12 Adventist education in the North American Division. The results, as initially projected, have been used to help guide policy makers in the “development of textbooks and /or supplementary materials” (Brantley, 1987, p. 21).

The Profile surveys have targeted relatively large samples representing stake-holders at all levels of the educational spectrum. From the spring of 1987 to 2001, one out of every six K-12 teachers in the NAD was randomly selected to participate in the mailed surveys every two years. The last two surveys (2004 and 2007 — now conducted triennially) were completed electronically. In addition to K-12 teachers, systems level administrators such as NADCC members, teacher educators, school superintendents, and other educational administrators have been included in the survey samples. Overall, response rates for the 10 surveys to date have averaged around 80%, a reflection of the high interest levels of stake-holders in relation to curriculum development.

The 10 surveys have included multiple issues — far too extensive to address in a single study. Based on this premise, trends in five selected areas were analyzed. Again, based on the limitations of the study, the analysis will reflect K-12 teacher ratings only. The five areas for analysis follow:

1. Curriculum Resources: This section includes teacher ratings of curriculum guides and supplementary curriculum materials.
2. Textbooks: includes teacher ratings of textbooks for all areas of the curriculum.
3. Teacher concerns: includes teacher ratings of several recurring teacher concerns (for example, spirituality in schools, and students with special needs) for the 10 surveys.
4. The use of technology: reflects trends related to technology in K-12 education over the years.
5. Journey to Excellence: Includes the historical aspects of the initiative based in FACT21. Reflects the changes embracing K-12 education.

Trends based on cumulative data for the past 20 years are likely to be more powerful in terms of revealing the “big picture” than results obtained from individual studies.